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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Asking (open and close ended) questions after teaching a concept and pausing for students to think

Reflection on iPad/Book creator after a school event or learning journey, questions asked include what the students learned today, how to apply it to various situations in the future etc.

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Model words students can say or model thinking/problem solving for student by talking out loud

Use pictures or concrete objects to visually represent unknown words. For examples, visuals (at the student’s level of representation) to learn the language (terminology) of topic.

Use jig to guide students in procedural activities.

Encourage speaking in complete sentences instead of a single word (“May I go to the toilet please” instead of “Toilet”)

Use pictures or concrete objects to visually represent unknown words

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Paste different numbers on cut-out cardboard boxes and have the question, “Do you have 2 X 5?” on the board. The students are to collect their answers and place them on their tables.

Addition activity: WIth the number of the day (e.g. 8) students collect the counters and create different addition equation based on the number of counters.

Drawing activity. Let the students draw to “How do you feel today?”

Minimise the use of “Yes/No” questions, but ask open-ended questions (“How was your day, what happened today” instead of “Did you enjoy your day”)

Games such as Marble Run; it involves collaborative or individual efforts to build the longest track for the marble to travel along before it reaches the ground. This allows students to learn concepts/skills such as: problem solving, trial and error, engineering something from scratch, creativity, etc.

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Allowing students to problem solve an issue they are facing instead of helping them immediately

Making use of activities such as crossword puzzles or Scrabble and tracking the students’ progress and achievement.

Changing the structure or language of the questions differently, adding an extra step to solve previously mastered questions

Giving more brain teasers that can encourage higher level thinking.

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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An activity during group time when teacher does a debrief of the day or event that happened

Pair work where the knowledgeable peer /other support the learning of the learner and provide the social aspect through opportunity for interaction

As students, we have participated in CIP at homes, schools, community clubs and different organisations. After the event, student volunteers would sit together to conduct a sharing session to discuss what they have learnt and felt during the program. Teacher to be the facilitator to give feedback where necessary.

Conducting debrief session during Literacy/Numeracy/Science camp at the end of each day to facilitate learning. Discussion will be done in groups and the groups will different each day.

Teacher organised the class into groups and started a mini competition. Given questions to discuss as a group and answer for points. Encourage participation and interaction.

Getting students from different backgrounds (and hence, different skills sets) to group together, discuss and share ideas.

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Applying money skill in numeracy to buy snacks at café/class mart

Teaching proposition, using concrete objects to give example + hands on to experience.

As students and teachers, we have conducted science experiments which helps us/them understand theories through very hands-on experience.

For example, plant science experiment was conducted during lesson to help student have real life experience on plant growth.

Making use of actual money , if not, print outs of money (notes & coins) to create count activity for the student to provide the concrete touch.

Use of manipulatives or concrete activities before moving on to solving pictorial or abstract questions

(E.g. Stacking of wooden cubes to find volume, placing number discs in their place values, measuring weight of objects using weighing scale)

Using concrete items (e.g., a physical analog clock made out of craft materials) to teach abstract concepts such as time and physical number lines to teach abstract concepts such as addition and subtraction on the number line.  (e.g., either the concrete object itself or a real-life number line where students can jump from point to point)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Select learning goals to build on existing schemas, then

task analyze learning goal

Conduct explicit teaching on the steps of learning goal using the selected teaching strategies (e.g backwards chaining)

Introducing new nouns, vocab or grammar

Introduce new scenarios to prompt thinking (E.g. Can I cut the pizza in this way, will it still be a fraction, are the parts equal?)

Introducing new formulas/methods one can use in solving a problem (e.g., in math).

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Recap portion during the teaching. To recap their known knowledge (same topic) to link (and continue the lesson with) what is to be taught.

Worksheets on a particular topic within a subject can be handed out to students to work on where the worksheet contains helping words and pictures of different categories.

Organising learned knowledge or skills in the form of Mind Maps, tables, step by step, visuals etc

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Assessment at the beginning of the year to know the skill level of our student, and identify what needs to be taught. Assessment is also conducted consistently throughout the year to track progress of student

Level of difficulty of the assessment is tailored to the age of the students.

Students not required to finish all questions or activities. They able to do at their own pace comfortably. Extra activities prepared for students who finished quickly so they do not spend their time idling

Activities assigned should be at the kids’ levels. E.g., getting students to colour/write when their motor skills are not yet developed for such tasks.

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

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Incidental teaching (e.g.  toileting, wash hands routine, tie shoelace, greeting) - to create opportunities for skills to be taught in the real word setting, and connect meaning of the skill based on the context.

Leisure areas in class (eg toy, sensoy, puzzles)

Play tables at cafe for students to play during recess in an open table concept. Students observe each other play, opportunities to practice play and social skills,  and learn from each other. Apply learnt/learning concepts with teacher and peer’s support.

Exploration trail/hands on experiment - Going to frog farm, observing tadpoles up close, holding an adult frog (Life cycles and body parts)

Engaging in role-playing/debates/short demonstrations to explain concepts taught.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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Teachers use visuals to help students out a word/visual to things(especially useful for non tangible things) . By doing so, the child is able to associate words to certain actions/behaviours and reflect on it.

For example, when we teach danger and safe visuals to a child. Once he is able to recognise the visual, teachers can use that to teach him the concept of danger. When the teacher uses these visuals on certain instances, they will be able to associate these actions to the concept of danger. Eventually they will be able to reflect on what they have learnt and practice safety measures.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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At the end of each session of our NED109, we get to have 10 mins of reflection time where we think about what we've just learnt, digest the information & make meaning out of the experience. It was also suggested that teachers can include time for student’s reflection & discussion after service-learning sessions in order to make the experience meaningful.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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For science lessons, students already have good knowledge of the habitats of different animals. Students are then assigned a project to build diorama with all the animals placed within the diorama.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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Students have the base knowledge of the History of World War 2. They are given inference questions to challenge them to further criticise the snippet of knowledge that they already know. Example: Question asks ‘Do you believe that the bombing of Pearl Harbour was a catalyst to America joining WW2? Why or Why not?’

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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Students discuss a lesson about ‘same vs different’. From the example of using flowers, Child A comments that Flower 1(yellow petals), and Flower 2(red petals) are the same. However, Child B tells Child A that because Flower 1 and Flower 2 have different coloured petals, that they are different in that way.

Child A’s schema is challenged, and they  learn from Child B through that interaction.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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Example 1: Personal experience during primary school days: Teacher used concrete example to demonstrate abstract concept of Density. We were all involved in hands-on activity; to mix oil & water, let it settle & observe the difference in densities.

Example 2: Concrete: Using real and concrete objects to count (e.g. counting 5 buttons)

Pictorial: Representing the objects in pictures (e.g. drawing 5 circles to represent the 5 buttons)

Abstract: Using the numeral symbol to represent the objects counted (e.g.Writing the number 5)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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New secondary 1 students learn about negative values. Example: 2 minus 3 = negative 1

Their prior knowledge is that it is always a smaller number being subtracted from a bigger number. They have always known only regular numbers. The concept of negative numbers is foreign to them. Therefore, it disrupts their schemas and they will have to learn through this new concept.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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During art lessons, the art teacher intentionally associates different concepts and items during each session. Students learn new objects (paint, sponge, paper, glue), new verbs (roll, paste, fold), new concepts (e.g. different colours). So this whole set of new knowledge is being organised into the schema of Art.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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Example 1: When selecting goals for students, teachers assess the student’s physical milestones/stage of physical development (e.g. ability to do imitation of 2-step gross motor actions), to see the skill level that the student is currently in. This helps to ensure that the next goal planned out is developmentally appropriate (e.g. progress to longer sequences of gross motor actions) .

Example 2: Conduct trigger activities like KWL chart, Kahoot quizzes before conducting lessons to ascertain prior knowledge of topic of subject. From there, quick assessment of students’ knowledge and tweak lessons to adjust.

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

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Example 1: A colleague teaching the word & concept ‘Under’. Gets students to dress up in a detective outfit, gives him a mission to look for items on a list. She modelled looking for the items under shelves, tables, mats etc. Students learnt to do the same, & made connections with the abstract word ‘under’ by being actively looking for the items and successfully understood the concept.

Example 2: A mentor teaching about the meaning of the opposites “Soft” and “Hard”, “Rough” and “Smooth”. She used the objects for the students to touch them and this helped students understand the concept. Then she asked them to sort objects into the desired groups. It helped the students read the words e.g. Soft and Hard and connect things to the correct words.

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TG 4 Grp 1
Art lessons are one activity where students get to construct knowledge and understanding.
Students are given a theme of blending or texture. They get to figure out how they would want to go about the blending and finding out the different textures. Thus they do not just listen to what the teacher has to offer, but also explore on their own.

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Using questioning techniques across all subjects to increase their maturity in answering question.
Questioning techniques start off from a young age.

E.g: A group of 6 year old explored how to build their own ramps with different materials. Instead of giving the students the specific materials, the students were guided to explore. What would affect the speed of the ramps. Students were not judged, for example, a student thought colour might affect. Another student though about the material and texture. This are the questioning that we can see running thru the students' mind.

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TG4 Grp 1
Questioning techniques can be used across all subject, and these techniques start quite young.

Eg: A grp of 6 yr old were given a mini project on building their own ramp with different materials. Maths skills and Creativity were targetted. Instead of the teacher giving the necessary and specific materials, students were allowed to explore and ask qns.  They went through lots of trial and error figuring out if different kind of materials affects the speed of the objets and use a variety of materials.

In this instance as the kids are young they are guided along their thinking process.

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To disrupt the balance by causing a disequilibrium, Maths questions could be phrased differently, with no change in the concept.

Teachers can present the same question in different formats (e.g. a number line can be presented both horizontally and vertically). The teacher will then teach an alternate way to solve the question. Thus, building on the child’s prior knowledge through a disequilibrium.

With the disequilibrium, the child will then have to assimilate the new information (e.g. vertical number line) before they can proceed with solving the Maths question, through accommodation where they alter their existing schema to include solving questions on whole numbers using a vertical number line.

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For Maths, the Concrete Pictorial Abstract approach can be taken to demonstrate that the Maths questions could come in a variety of presentations.

The concrete representation could first be taught to aid them in the creation of a particular schema for a particular topic (e.g. number bonds).

Then, pictorials could be used for them to build up their knowledge on the particular concepts, and to help them classify the new knowledge into the respective schemas through assimilation.

The abstract approach can then come in, to further build on their schema. While the abstract approach may be challenging for some students to grasp or to visualise, it encourages the student to accommodate the learning into their present schemas.

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Allowing students to practice the knowledge learnt in a social setting.

Example: School Service Learning Project - How to make the old folks live better?

Visit an old folks’ home and interview them (what are the problems they are facing, how to alleviate their pain points etc)

The students are divided into different groups and they will go to different homes. This will result to different learning experiences.

Students are to work with whatever they already have. The groups will then find ways to improve and to provide a prototype.

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Providing students with physical experiences in order to understand concepts. For example, in groups, student build a race car from scratch. They get the freedom to design their race car. They will understand what the race car needs for it to function. (Secondary 3 after-school project).

Maths - Budgeting Skills

Example 1:
Students practice in class how to give change and spend within a certain amount. Students will use play money. They will understand the concept of change when they see the money that is returned to them vice versa. Students can also practice this skills at an in-school "supermarket" where the roles are cashier/customer. They get to experience the authenticity of shopping on their own. It also allows retail students to practice their retailing skills.

Example 2:

Have a café where the students can interact with the customers (school staff, parents, students).

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Reflection is a good indicator to gauge a child’s level of understanding of a topic. It should be done in a timely manner. For examples lessons like CCEs or FTGP, after giving the children the lesson or awareness (eg about covid-19), ask the child questions pertaining to the “Dos” and “Don’ts” of the topic.

A teacher could also reflect personal issues like what they have done on the past week on 1 on 1 basis or with peer discussions.

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Language is an ongoing learning process irregardless of the child’s age. For primary students, the concept of “Show and Tell” encourages the child to relate a story or describe more information of the picture.

For secondary students, other platforms such as “Speech and drama” will also articulate their individual’s skills.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. At the end of each day of overseas camp, students are told to reflect and what and how they can contribute to the community.

2. Ask students to create a timetable for the week and to account for every hour they spend on; this will make them think and reflect on how they spend their time and what can be improved on

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. After events (e.g, March Holidays, Chinese New Year celebrations, racial harmony day, etc), students will be given a reflection activity to complete. In this activity, students are required to draw out their favourite part of the event and share how they feel about it by colouring in the smiley faces. At the start of the year, students were only told to draw their experiences, but as the year progressed, they were also encouraged to write about what happened and subsequently, sharing about it to the entire class.

2. Practicing the basic skills. One conventional way is reading newspaper. Students will be given choices to read on the articles that may interest them. Have it cut out and paste into a book journal/compilation on their own. Student will need to choose and highlight the words/phrase/idioms/ of interest from the article and find out the meaning through any means. Redeveloped the chosen word/s by rewriting using their own sentences. Based on Vygotsky theory, this method required scaffolding. As this may gradually build up their understanding in developing languages, school needs to work together with parents to create consistency and child’s confidence.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. Students went to Botanic Gardens for an outing. Each group was given a list of tasks to complete. They have to work together as a group to find the location and perform the task (e.g. form the longest line and take a photo). This helps students to think creatively, listen to one another to understand their suggestions.

2. FCE students to plan and come up with a recipe/dish that can help to lower obesity or diabetes in teenagers. This will allow them to do research and understand what ingredients and cooking methods will be best to use and carry out.

3. During Secondary 1 orientation, an activity called “Get Lost” were conducted for them. They were given a map of the school to get to know at least 10 rooms, which they might visit frequently. For each location found, they would be task to do a simple “tabata”. Students were rewarded a stamp pass for every location visited and healthy snack bite at the end of the activity.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. In team building activities, present challenging situations to students. Students have to communicate with each other to think and solve problems. Teachers can provide hints and guidance to assist students in developing higher level thinking skills.

2. Amazing race around the school compound during Math week where questions were crafted using IQ knowledge. Each answer will lead them to the next venue. But with a tweak of differentiated learning for different streams.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. Have students get into groups to share among themselves what they have learnt from their experience from camp and coming up to present and share among peers

2. Have a group of students to play games which can test their on their social skills, teach and correct behaviours while in a social setting.

3. Play a game of memory match it - cards will be faced downwards with words they have learnt and they will need to match it with the correct answer (eg: What is the definition of Diabetes?)

4. Students planned and organised day activities for the residents that visited Sun Love Home, as part of their VIA. They designed games, organised and scripted their dialogue. They did ice breaking and interacted with the residents by checking on their well- being. As the residents were made up of mostly elderly, they cautiously planned to ensure that the activities were filled up with fun and laughter. This project was student self-directed.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. To prepare for Circuit Breaker, teachers have to come up with HBL packages for students to do exercise at home. Students are introduced to Zoom and have to login during certain days and time so that the teacher can observe the lesson. Through this experience, both teachers and students learned how to adapt to changes and continue with curriculum.

2. In Math, introduction of fractions can be built upon prior knowledge vs real life contextual images example using pizza.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. Every week, students are given a Weekend Journal to complete. In this weekend journal, we provide students with some explicit questions. This helps students to organise their thoughts and experiences before writing them down into words.

2. A simple platform that can organize their thoughts through mind mapping that begins with 5W1H.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. At the start of each year, Physical Education department will conduct a psychomotor assessment for all students. Based on the results, we can identify skills which students are weak at. Therefore, activities are designed aiming to improve the students’ skill. There will be another assessment in Term 3 to assess the skills again.

2. In-class support will be observed over a certain period on affected student for the purpose of collecting baseline data; to determine the appropriate support that can be planned for them. Results may vary and if it is a genuine problem as originally reported.

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

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1. Building students’ foundation on the number 0 by incorporating students' interests and routines. Parents were encouraged to help their child understand what zero means by incorporating this learning into their daily routines at home (e.g, snack time, play time, etc).

Using objects that students are familiar with, parents slowly take away/put some objects, each time asking their child how many objects are there. When there are no more objects left, parents to emphasise to their child that zero means nothing/no more/empty, etc.

By making connections between Mathematics and the child’s daily routines, it can help facilitate a better understanding of the content taught.

2. School conducts learning/experiential journey / field trip as an extension to what has been taught in the classroom. Students learnt beyond their knowledge in-depth.

3. Math Trail activities provide opportunities for pupils to have meaningful learning experience that relevant to Mathematics in real life.

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Providing time for reflection can be done through writing in a reflection sheet given, having a group discussion and sharing their thoughts and feelings, expressing one’s experiences through drawings and acting out.

Allowing students to reflect on their experiences allows them the time to go through their thought processes, what they have learnt, how they have performed a certain task, why they did what they did, and if given another opportunity, how will they want to do it differently or better.

By reflecting, they are given the opportunity to share with their peers and their teachers on their experiences. This can be done in the form of journal entries where their teachers can provide them with constructive feedback for these students to understand what went well, what can be improved and what they should take into consideration the next time around.

Reflection can also be casually and verbally in front of the class after a lesson where a new topic has been taught and they were exposed to new types of activities. Through this, they can share what they enjoyed and what they have learnt.

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Developing their language with respect to their expressive and receptive ability. Understanding of information through auditory or visual, expressing their thoughts and feelings or needs and wants through written words, picture exchange, high tech communication devices.

One example would be to use “I DO, WE DO, YOU DO”. In order for the teachers to understand how much their students have comprehended of the lesson that they have taught, it is best that they teach the students using e.g. visuals in the form of pictures (real things brought and presented in class or via multimedia) or roleplays where these teachers act out a situation in class with the higher functioning students or by showing them videos on examples. “You do” is where the teachers go around scaffolding the students whom couldn’t understand the “I DO and WE DO” parts. For teachers to know that their lesson has been well delivered and well received, to test on their students’ problem solving skills, the problems can be slightly tweaked but they can be guided.

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Creating activities that promote individual ideas and concepts such as project work, group work, group presentations, design projects, drawing, painting, use of physical exercise to learn about teamwork, collaboration with others.

By using multimedia, a video can be shown without the ending, allowing the students to construct an appropriate ending. This can be done through peer sharing or classroom presentations. Similarly, this can also be done verbally with any topic of discussion followed by roleplays to make the lesson more engaging and impactful.

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Allowing students the time and opportunity to problem solve when he or she is stuck or requires help, structure tasks that require more than 2 steps instructions. Have the students participate in pair or group work.

By gradually introducing more problem based learning activities in class, and guiding them as required.. This could be a lead up to gauge these students if they are able to apply what they have learned given the various problem solving situations/scenarios.

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Structure social experiences and interactions in daily schedule - e.g. recess, outings, helping friends and teachers in a task.

Peer sharing/learning sessions/class presentations followed by Q&A sessions so that the students can explain to their peers in order to encourage peer learning.

Peer tutoring can be carried out where a student who has understood the concept learnt well enough and is then able to explain it to his/her peer

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Using video to introduce pivoting in basketball followed by a step-by-step instruction by teachers. Students will look and imitate how pivoting is being done.

Introducing these students to field trips to the diverse industries. Examples would be farms, nurseries, supermarkets to experience real life situations.

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Using video to introduce pivoting in basketball followed by a step-by-step instruction by teachers. Students will look and imitate how pivoting is being done.

Introducing these students to field trips to the diverse industries. Examples would be farms, nurseries, supermarkets to experience real life situations.

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A young child associates anything that is round to a ball. The parents will need to disrupt this schema and introduce other objects such as bubbles or balloons so that the child will be able to assimilate and accommodate the new knowledge.

Teachers can also get an understanding of their students’ knowledge of a culture or a group of people. Once they have the understanding of their schema of the above-mentioned, these teachers can then disrupt the schemas by coming to class dressed as someone of a particular culture and explain/roleplay what their “culture for the day” is by introducing the cultures and their background to the students, so that they learn better through these roleplays and additional videos being shown.

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Use of clear visual instructions and level of representation of individual learners, organise their learning through the use of powerpoint, journals, worksheets and filing system.

An example would be “Learning file” where students are provided with all visual cues such as pictures & words learnt from the topics which can be referred to as and when they like and serves as a reinforcement of the context taught.

Draw out a simple mind map to capture what the student has learnt in the lesson. Write down in point forms in notebooks key takeaways.

Mind-mapping works very well in most students I have taught where I divided the class into 4 groups and gave each group a word or term that has been taught previously. I then gave them some time to brainstorm and to create a mind map with everything that is associated with the word or term taught previously. Thereafter, they either had to do group presentations where they presented their ideas on what they have learned and the other groups could feedback on whether they are right or wrong and to add in if they have missed out on anything. This can be done the same way through a game called Round Robin where each group would move to the next group to correct their answers and to add on if any.

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Pre-test to assess the level of a child's ability to read sight words. For Primary 1 students, we can start off with Grade 1 sight words and if the child did not meet the benchmark, we can lower the level to primer or even pre-primer.

Students can be tested on decoding of the words in a short and simple text, and then they can be checked for the understanding of these words. Some students know how to read the words but have no comprehension of its meanings. Some students understand the meaning of the words but are unable to decode the words and are not able to read them. By identifying the areas where help is needed, lessons can be created accordingly. 

By assessing their level, it will enable teachers to prepare learning resources suitable for the different types of students with different learning capabilities that can further help them to understand the context of topics taught at their own level and pace.

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Pre-test to assess the level of a child's ability to read sight words. For Primary 1 students, we can start off with Grade 1 sight words and if the child did not meet the benchmark, we can lower the level to primer or even pre-primer.

Students can be tested on decoding of the words in a short and simple text, and then they can be checked for the understanding of these words. Some students know how to read the words but have no comprehension of its meanings. Some students understand the meaning of the words but are unable to decode the words and are not able to read them. By identifying the areas where help is needed, lessons can be created accordingly.

By assessing their level, it will enable teachers to prepare learning resources suitable for the different types of students with different learning capabilities that can further help them to understand the context of topics taught at their own level and pace.

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Technology as a tool to explore concepts and skills that will assist children to develop and understand the concepts being taught.

For example:

Using Kahoot as a pre/post assessment on topics that have been taught. Fun and engaging way for pupils to have a friendly competition while reviewing their concepts.

This can be achieved by an engaging lesson where students’ participation is highly encouraged. There should be more than one form of expression. For example, if I asked my students what they had done over their weekend, they could either write me a story or narrate it to the class or they could present it in a form of a drawing.

A whole lesson of one-way teaching where the teacher is the only one providing information should be avoided and students should be actively engaged and involved through activities which requires them to think through the process and be able to discover new learning experiences independently.

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To apply social skills learnt in a series of withdrawal sessions, the teacher arranged for recess appointments with the student after each session.

At the recess appointments, the teacher sat at the canteen table with the student and his classmates. The teacher took on the role of a classmate, initiated conversations and modelled talking to other classmates in front of the student. This continued on for several weeks until the student was observed to be able to initiate and hold conversations on his own.

At the end of the intervention, the student has successfully made friends with many of his classmates.

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| An Individual Education Plan (IEP) planning helps to assess student’s abilities for academic placement and determine the appropriate level of instructional teaching approaches. Such assessment will ensure that activities and contents designed are developmentally sound with the learners’ age, language proficiency, learning ability all taken into due consideration.   Also, with spiral progression, students are banded based on their prior assessment with results from their secondary schools to their respective modules factored in for content/curriculum appropriateness.

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Learning Journey (LJ) is a platform for experiential learning where students can be actively engaged on the ground. Be it a visit to the museum, historical sites or the wetlands, a child’s sensory stimuli to explore and make connections will inevitable be ignited.

Free play during recess and hands-on activities within and outside the classrooms are other means of active learning process.

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In a series of withdrawal sessions to help a student with social needs, we used role-play to help the student develop conversation skills.

In one of the sessions, the room was transformed into the canteen. A teacher acted as a classmate. In this case, it was someone the student wanted to befriend.

They sat down and pretended to eat. The teacher “classmate” started to talk to the student. During the conversation, the teacher “classmate” began to explore a range of topics that the 2 students can talk about at their age.

The student became comfortable and began to talk to the teacher “classmate” and realised that conversations is actually possible. In the process, the teacher “classmate” demonstrated on how to begin a conversation, guided the student on how to hold the conversation and how to end it in an appropriate way or move on to another topic.

In subsequent sessions, the student was also taught how to initiate invitations to play together through role play.

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Exit tickets and journals

Students should be given time to reflect to consolidate whatever learning has taken place. It can also be an avenue for students to list any questions that might still have that were not addressed during the lesson. Some self-reflection tools include exit tickets and journals

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TG2- Grp 3 (Nisrin, Aline, Shaz, Elaine, Suzi)

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TG2- Grp 3 (Nisrin, Aline, Shaz, Elaine, Suzi)

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Student’s bag is in a mess. My mentor sorted out his worksheets and bought him a file with dividers so that it can be sorted out based on subject. Student understand that in future he is supposed to file in his worksheet according to subject. When Sem 2 came, he has a change of subject. He did not see the label for his new subject in his file thus chug it aside untidily in his bag. Therefore there is a disequilibrium here. After which we scaffold him to label his file on his own for future use.

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Think-pair-share & Small group discussions

Students should be provided ample opportunities to share their views and questions in class. Most importantly, there should be an understanding between students and the teacher that there is no such thing as a stupid question, and the assurance that every question/valid opinion is safe from ridicule.

This empowers students to ask more, learn more and develop confidence in speaking up and using the right words to bring their point across. Think-Pair-Share and small-group discussions can be used for this.

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Presentations & designing a poster

After teaching a topic, assign a task that allows students to apply what they have learnt. For example, after teaching students about housing around the world in Geography, get them to give a short presentation/design a poster on which country they would want to settle down in.

Their decision should be based on their prior knowledge, what has been covered up to that point and personal experiences, if any.

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Kahoot quizzes, riddles & puzzles

Encourage students to explain or provide reasons why a particular answer was given. It will make them think about the answer and in the process, link prior knowledge to assimilate the schema.

Another method that is commonly used in school is to recall and rearrange the sequence of a particular story or process which elicit similar thinking process as mentioned before.

Role-playing will get students to act out appropriate actions or behaviour that they should present in a particular situation. It provides a more concrete example for them to emulate in their daily lives.

Other examples include well-structured Kahoot quizzes, riddles and puzzles to provide intellectually challenging questions using different media.

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Group discussion and gallery walk in class

Students divided into groups and tasked to discuss and be “experts” on a certain concept/topic. After discussing and sharing ideas with their own groupmates, they will write/illustrate it on construction paper. These construction paper will then be pasted up at different corners of the classroom. A representative from each group will be stationed with their pasted work and will explain the concept to the rest of their classmates who will go around to view their work.

(For students who require high support)

Teachers can guide for interactions to happen between students. E.g. going through feelings for social emotional lessons. Can get students to share with their classmates how they feel and why they are in that state of emotion. Model language/communication for student to interact with their peers.

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Virtual reality experience

Students will be able to apply what they have learned in school to solve real-world problems. An example is the use of virtual reality to learn road safety that is currently being implemented in Metta School.

In the classroom, students are taught the theory of road safety, such as traffic lights and signs. Thereafter, the students are brought to the Virtual Reality room where students are presented with various scenarios which they may encounter in their daily commute. They are given opportunities to practice decision making to gain familiarity with various traffic routines in a safe environment through simulation. Teachers are also able to observe and give instant feedback on students’ performance.

Moving forward, students get to apply what they have learnt during  monthly social competence outings where students get to navigate real-world conditions.

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KWL strategy

Teachers can help students activate prior knowledge and use it for the task at hand. One example would be using the KWL chart.

(What I already know – What I want to know – What I have learned)

Example

| K (What I already know)  | W (What I want to know) | L (What I have learned)
| Recycling bins in Singapore | Can paper be recycled? Can food waste be recycled? | Yes  No

Using text to connections, students can draw on prior knowledge and experience to help them understand what they are reading and use that knowledge to make connections.

Text-to-self: Personal connections that a reader makes between the book and the reader’s own experience.

Text-to-text: Readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or on the same topic.

Eg. “When I see the gingerbread man, I am reminded of the story of Hansel and Gretel.”

Text-to-world: Readers are reminded of things that they have seen or read occurring in the real world.

“When I see the old couple, I am reminded of senior citizens in Singapore who are still working to make a living even at their old age.”

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| Mind maps and concept maps  A common strategy used in school is mind mapping. This exercise starts of with a given topic. Pupils will contribute ideas, experiences and words related to it. It is similar to how the mind build schemas, though not exactly alike, and it provides a visual representation, making it easier for pupils to absorb.  The teachers were careful to filter the responses and provided explanations for those that may cause disequilibrium in the early stages.

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Formative Assessments

Teachers use a variety of tools to identify pupils’ baseline. This will determine which activities and what levels are suitable for the pupils.

A tool that is commonly used in school is the ‘Traffic Light’. There are 3 pages in Pupils’ Handbook that are either red, green or amber. Each colour corresponds with their level of understanding; green means understand, amber means not too sure while red means the pupil is not able to follow at all. It is a fast, effective and non-disruptive method to quickly gather feedback from pupils.

Teachers can then modify their teaching accordingly. They can also use the information to plan for the next lesson, whether to move on the next topic or do a revision to ensure pupils are able to grasp key concepts.

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Reflection journals

Pupils were encouraged to do reflections on their own learning, especially for subjects with abstract concept like Character and Citizenship Education and Language.

This process will allow them to build and reinforce their schemas. Pupils were posed with guiding questions and facilitated by the teacher to tease out prior knowledge then assimilating them.

Library programme

Classes are allocated library periods for pupils to explore new knowledge or reinforce existing knowledge, on top of many other benefits.

Teachers guide these sessions frequently depending on the purpose; to explore new content or finding information related to a particular topic.

The ownership of learning falls into the hands of the pupil, and they will enjoy the perceived freedom of picking out any book they want.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

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At the end of each lesson, have a debrief session for them to share their lesson takeaways.

Personal journals where students reflect on their own learning.

KWL Chart where students get to write down on the printed graphic organiser about what students, in the course of a lesson, already know, want to know, and ultimately learn. The acronym stands for "What I Know," "What I Want to Know," and "What I Learned."

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

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Daily interactions with teachers, peer or family members

Guided reading

Comics (sarcasm, understanding it)

Daily News, keep them updated on daily news and have reading out loud.

For the one who is unable to read, teachers can provide visual support such as pictorial images, videos or songs with text based on the news or topic.

Students are to pick an article (from newspapers or internet) and rewrite or summarise the article in their own words. This exercise helps them to develop their language skills and also reflect on their own thinking, interpretation and understanding of what they read.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	

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Painting, Lego, sand-play, drawing, playdough are some examples of open-ended activities. These exemplify the proficiency which open-ended activities can strengthen their cognitive language, social and interaction skills.

More group projects, and less teacher-directed activity which will help students to construct knowledge and understanding.

Students to lead, plan and implement an outing class / VIA, teachers only to facilitate and guide.

Example of open-ended activities in classroom: P2 students make drawings/paintings on their learning journey upon returning, which are then displayed on their classroom notice boards and pasted on classroom walls. Many of their illustrations include their experiences, what they saw and what they learnt from the outing enabling them to construct knowledge and understanding.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	                  

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	                  

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Games like Bingo, Scrabble, Puzzles,Chess, Quizzes, Kahoot, Sudoku are some examples which can be used for higher level thinking activities which helps with intellectual development. Provide guidance when necessary and like most activities, it can be learned and with practice, higher level thinking skills can be increased too.

Problem-based, enquire-based learning, and discussion for high level thinking.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	

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Have group discussion during lesson time/ group project work with learners of different abilities and prior knowledge. So they can support each other in their learning.

Having the student to do reflections about their experiences/things that they have learnt

Journalling, for example after their ADL lesson of making sandwich examples. They can start to do their journaling by writing down the ingredients, the steps and their feedback for the recipe. After that they can present their journal to the class. This at the same time helps to do a recap on the lesson and works on their communication.

Think-Pair-Share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading.
Think: Students think independently about the question that has been posed, forming ideas of their own.
Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
Share: Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.

Example: Having project group work/discussions. For social studies, the teacher divides the class into different groups. Each group is given a festival celebrated in Singapore to research on and discuss as a group. Within their groups, they are to share their experiences, find photos and information together. After a few sessions, each group has to display their findings by pasting it on a vanguard sheet and presenting it in front of the class. Teacher then assesses them and awards them marks.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	         

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	         

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Concrete: Basket of oranges/pencil put into groups

Pictorial: Using visuals photos

Abstract: Problem sum questions

Experiential: Have to allow the student to touch. Use real and authentic context.

For example, learning the application of MS Excel in the real world context, like how to tabulate and compute the Monthly Sales, how to plot a Monthly Sales Chart.

Hands-on: Students start learning the letter sounds using sandpaper letters. They trace the letter with their fingers on a textured sandpaper inscription of the letter, learning the strokes as well as using the sense of touch to further enhance learning.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	  

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	  

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For Ultimate Frisbees: Most will know forehand / backhand throw, introduce a less common throw called overhead/hammer throw, similar grip as forehand but it is to be thrown from overhead and at a 45 degree angle.

For example, a male student has been going to the female toilet since young because his mom always brings him in. However, now that he is a teenager, he has to relearn that he can only go male toilet. He accommodates and learns to use the male toilet.

For example, a primary 3 student may have a certain perspective about living things, that living things are objects that can move. Suppose then the student learns that plants are also living things though they cannot move on their own,he/she will now absorb/ assimilate this new information, adjusting the previously existing schema to include this new information.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	                  

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	                  

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Teaching students to play Ultimate Frisbees, first they will be taught the different way of throwing, followed by catching.

Group keywords together (eg. Group math operation keywords together).

Mind Map for the older kids, and frayer-model (a graphical organizer used for word analysis and vocabulary building that requires the student to define the term, describe its essential characteristics, provide examples of the idea, and offer non-examples of the idea).

Schedule, teach students who are older to organise their day-to-day activities.

Daily Living Routines - Sequencing. Step-by-Step guidance to which then they can apply to different settings, school and home.

A visual timetable is a schedule that uses objects, photos, pictures or symbols to show what is planned for a child’s day. There are many different types of visual timetables.

Example: Object schedules, where physical objects are attached to the timetable by Velcro: for instance, a biscuit wrapper might be used to represent snack time. Photographic schedules, where photographs are taken to represent the activities and tasks that will take place over the course of a child’s day and attached to the timetable in the correct order.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	 

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	 

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Have pre and post quizzes to assess student understanding, and this information can help in designing the next lesson content.

Baseline testing using games, activities, and online games apps.

Creating life opportunities setting to test their knowledge.

Examples: Testing on the knowledge of money and purchasing goals, we can request them to purchase something for us at the canteen and see if they are able to do it. Then we see at which level they are from there we plan out our lesson.

Example: A curriculum states understanding of the processes of photosynthesis and respiration. The teacher can assess applicable prior knowledge of the students by using quizzes, kahoot or concept/mind maps. Teachers can also carry out in-class experiments to gauge the students’ level of understanding of the selected topic.

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	 

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TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani	 

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Organise learning Journey/Site/field visits for students to connects of what they learned in class to the real world

Learning journeys; connect learning in class to real-life experiences, generalisation, more activity-based, more experiments

Interactive role play within and out of class. Creating opportunities for the students to explore new skills.

Examples: Sandwich store. Students are able to make sandwiches. Goes around school to sell it to the teachers or friends.

Science Experiments, for example learning about life cycle. Gardening - let the students grow their own seeds and observe the different stages. Understanding birth, growth and death.

Active learning can occur both indoors and outdoors. An outdoor environment helps to promote learning, engagement, and active play. Example: In my experience, for science and social studies, students now get to go on learning journeys (Singapore zoo, Chinese Heritage Centre) as well as involve in active participation, explore and make connections by using their mobiles/tablets to take pictures and attempt quizzes at different pit stops.

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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Building schemas according to information that they already know and adding (categorising) new information to the existing schemas.
For example, in science they learn about various classification systems. Students were taught of the characteristics of the plant and animal kingdom. When a new, unfamiliar organism is introduced to them they may not be able to classify them into the respective categories, but with prompts on the characteristic of the new organism, students will identify the similarities and put the 'new' organism into the correct kingdom. They have now acquire new knowledge building up from existing schemas.

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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During math day, students are given the chance to put what they've learnt into practice. The activities range in their difficulty levels. Students are assigned according to their pre-assessment/ observations in class. (High Ability (HA), Medium Ability (MA) and Low Ability (LA) ) In each group, there will be a mix of students from the HA, MA, LA to encourage peer learning and support from their peers.

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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Learning could be self-exploratory and not limited to experiences taught in the classroom. When we bring students out, we can teach them to observe things that are happening in our everyday life and build up new knowledge. Eg. When we arrive at the traffic light, we follow traffic rules and stop when it's red light but we can go when it's green light. Learning journeys are one of the common applications that we use in schools as experiential learning opportunities. Student are able to better relate to concepts through self-discovery and experiences.

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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Teaching percentage

After teaching percentage, ask the pupils how is percentage important in daily life. Example: GST, Sale

Allow pupils to Google what’s the GST rate last time (5%) and now (7%). Ask pupils to calculate what is the difference in price then and now and how this impacts people.

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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Inter-class Math Games Competition

Before Covid, the Math Department of my school would organise inter-class math games competition for the different levels. P3 would be playing Sudoku, P4 Blokus, P5 Math Scrabble and P6 Rummikuub. These games were selected to instill Math interest in the students but also nurture and develop the students’ higher level thinking skills through playing games.

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

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Celebrating Racial Harmony Day

Students coming dressed up in different ethnic costumes. Some would be in ethnic costumes that the local Singaporean students are not familiar with like a hanbok (Korean), ao dai (Vietnamese) or Baro't Saya (Filipino). This creates situations where the students would get curious, interact and learn what the costume is and where it originates from. Teachers can then get the students to share with the class or with each other about what they have learnt.

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TG4 - Grp 3 ( Celeste, Adzlin, Liyana, Suba) 

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TG4 - Grp 3 ( Celeste, Adzlin, Liyana, Suba) 

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Math lesson on Fractions

Students  use the 3-2-1 exit slip strategy to  reflect on their learning experience. They will write three things they learned from their lesson on fractions. Next, students write two things they liked or two interesting facts about the lesson. Finally, students write one question they still have about the lesson.

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TG4 - Grp3 ( Celeste, Adzlin,Liyana, Suba) 

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TG4 - Grp3 ( Celeste, Adzlin,Liyana, Suba) 

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Modified Language Experience  Approach (MLEA)

MLEA comprises a shared experience that is linked to the Big Book ‘ The Enormous Watermelon’  that has been read. Students learn  to grow green bean seeds. Through observations they construct their own knowledge and make recordings of the growth and determine why it grew well and why it didn’t , for eg. too much water or too little sunlight and reflect .

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TG4 Grp3 (Celeste, Adzlin, Liyana & Suba)

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TG4 Grp3 (Celeste, Adzlin, Liyana & Suba)

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o Teaching Math using Math manipulative.
Using Math cubes to construct a cube or cuboid to illustrate volume.
o Learning Journey to the Supermarket
Getting the students to learn about money and money sense. This includes hands-on activities using authentic context.

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TG4 Grp 3 (Celeste, Adzlin, Liyana & Suba)

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TG4 Grp 3 (Celeste, Adzlin, Liyana & Suba)

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Dividing a smaller digit with a greater digit. (e.g. 2÷5)
When students start learning how to divide, it is usually using a greater digit dividing a smaller digit. Teachers usually mention it is “not correct” to take a smaller digit to divide a greater digit. But this however changes when the student reaches upper primary where they are taught that it IS possible to divide a smaller digit with a greater digit. This is also known as spiral learning.

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TG2 - Group 3 (Nisrin, Shaz, Aline, Elaine, Suzi)

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TG2 - Group 3 (Nisrin, Shaz, Aline, Elaine, Suzi)

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During my stint I was assigned to a Sec 1 boy with Language Disorder. During my interaction with him, he will never verbally reply me. Instead he shrouds his shoulder whenever I asked anything. A few weeks after my meeting with him, I gave him a suggestion. He cannot shroud his shoulder. He can only reply me A, B or C. A - no, B- maybe Or C - yes. Everytime he shroud his shoulder I’ll remind him of his options. Then on he began to talk. One day I heard a teacher asking him something and he shroud his shoulder. I gave him the signal to reply verbally. Teachers have seen tremendous improvement in him.

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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To give students time to reflect on their experiences or learning

(Group work, 2-3, one with higher language capability with a middle ability student and a weaker student so students can learn from each other)

Examples:

Students work in groups of 2-3 on

1. Draw comics with speech bubbles

2. Journals

3. Guided writing

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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To provide opportunities for students to read books or materials for an activity for them to have hands-on experience linking their experiences to writing and reflections in groups of 2 (Pair work).

For example:

1. We can have students read a recipe on cookie making, then we let them make cookies based on the recipe and then after that write about the experience of making cookies. As they work in pairs, they learn from each other.

2. Read a book on cats and make paper origami cats and then reflections after making paper origami

Note: Pairing can be done in a way where one student has a better language capability than the other student

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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Students often have a hard time determining what is the nets of a particular figure.

While teaching the topic of nets of figures, the teacher could provide students with the nets manipulative for them to explore. First, the teacher can provide a few examples for each figure, after which students can then explore on their own for the other possible combinations.

In most cases, exploring the nets manipulative, students will have a better knowledge and understanding on how to determine the net of a figure because they can then visualize the net when presented with the questions on paper.

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

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TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

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Teachers can give students real life problems related to Maths for them to brainstorm and solve together in a group.

Teachers can then offer guidance and help them along the way, also paying attention to whether their solutions are feasible and reasonable.

They may be stuck along the way, which is beyond their zone of proximal development (ZPD). This is where the teacher comes in to provide scaffolding where they can be successful under a More Knowledgeable Other (MKO)

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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Social Emotional Learning lessons on Roles in the Community

Teacher to teach about the different common roles in the community, such as Bus Drivers, Cleaners, Cashiers and Cooks/chefs. Photos are attached in the teaching to show them some characteristics to the roles and association to it.

During outings, to reinforce the teaching by arranging opportunities for students to interact with cashiers, bus drivers, cleaners etc. With the new experience obtained, it will help in creating new meaning for students with existing pre-experience with the group of people.

Taking photo of the interaction and ‘debriefing’ it with the students after outing to reinforce learning - how students interacted with above mentioned group in the community.

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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Teaching of Addition or Subtraction

Just teaching 5 + 2 = 7 may be quite abstract for students who may still be trying to understand the concept of addition.

By using concrete objects i.e. Legos to show the relation of addition e.g. 5 legos and 2 legos, put together = 7 legos would better illustrate the concept of addition to students.

To reinforce the experience, we could also arrange a story through role playing and add in opportunities for practice of addition skills through using different items / toys / food that students like.

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I have seen lower primary pupils doing show and tell. I believe this is one good example of how educators are developing pupils' language. The reason is simple. Show and tell helps the pupils feel confident and comfortable speaking in front of the crowd ( public speaking) .

The pupils as much as being very young learners, have to learn to plan their speech, using vocabulary with a certain degree of difficulty as well as descriptive language. They are also required to ask questions or being asked, therefore further strengthen their insights gain for this experience in learning.

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There are different types of mode of transports. Children may be able to identify cars, plane and ship. Are they able to identify that car does not drive on air or sea but only on road? The disequilibrium happened when we gave the children a car and plane and ask them to categorize between land and air.

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Reflection means putting insight into the experience one gain that will make the learning last. I have seen teachers:
1. Use journals for pupils to write down what they learnt today. This helps the pupils to consolidate their learning for the day. I think this has the same effect as sharing of a few takeaways and the check out cards.

2. Reflection checklist. These are usually given to students at the end of their learning experience and it usually contained 'survey' kind of questions. It could be scales question to open ended question that really question the insight gain for the lessons.

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Maths: Congruent and Similarity Figures

Congruent and similarity figures have different concept. Student is to identify congruent figure around them and discuss. Then teacher will show similar figures. Let the students find out the difference.

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron) 

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Wear an apron with a large print of the human digestive system. Students can point out and name the different organs in the digestive system. This assesses the preoperational stage of cognitive development. Students only see and tell.

Starts every lesson with a simple verbal quiz/activity of the concepts taught in the previous lesson. For example, teaching the human organ systems. Teacher asks the functions of the digestive system/draw the digestive system of the whiteboard, students are to fill in the blanks or explain to the class. In this way, students learn from what their friends understand. This way of informal assessment assesses the development of students' knowledge (concrete operational stage), they are able to understand the information that was taught.

The difference in both activities assess the different stages and also assesses the knowledge stored in the schema and how students assimilate/accommodate the concepts.

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

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TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

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Scaffolded practical worksheet to help students understand the concept of heat energy. For example the greater the volume of water, more heat energy is needed to increase the temperature. Keywords will be omitted from the sentence. Scaffolding comes from Vygotsky theory of the zone of proximal development.

Students are then put in groups to complete the scaffolded worksheet. Upon completion, students carry out hands-on experiment to test this new concept. By carrying out the practical experiment requires the access of  schema and both assimilation and accommodation from Piaget's theory as the previous worksheet have already given students the knowledge and recorded into schemas of the individual's mind. Carrying  the experiment transits (adaptation) between assimilation and accommodation as students process the concepts they have learnt into real life situation of heating up a beaker of water.