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可口可乐全新升级广告片_腾讯视频

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: 可口可乐全新升级广告片

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1.  Teacher demonstration / class discussion / group discussion to generate ideas
2. Having one-on-one or gathering SP learners for a small group discussion if they need further guidance after step 1

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- Using simple guiding questions to help the students understand the VT routines, simplifying it
- Modelling the way to go about using the VT routines, it helps the SP students understand better as many as visual learners
- Lots of practice using VT routines in class; incorporating the use of certain VT routines in class during daily work - eg, word phrase sentence when reading articles or reading comprehension passages

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For slow progress learners to contribute with their VT routines, I would sometimes give sentence starters, provide sample answers or get a RP student to share first. From there, they get an idea of what the expectations are.

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For slower progress students, I would usually model the use of the routine and provide sentence starters followed by questioning techniques to guide them in the use of the routine throughout the tasks.

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When using a routine for the first time, I find that it is helpful to model the use of it with the class so that they understand what they need to do. It's a bit like I do, we do, you do. So maybe teacher models first, then maybe can get students to do in pairs or groups, then they do it on their own. Then it's also important to use the routine again and again until the students become very familiar with it.

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I will use flipchart paper to facilitate small group discussions.  Students write their thoughts and opinions on the flipchart.
Then, to facilitate exchange of ideas among groups, I will give post -its to students.  They will have a gallery walk and write questions and feedback on the post-its which are paste d on the flipchart papers.
Students can then later build on their peers' ideas after reading the post-its.
However, to observe SMM, ICT tools such as padlet and SLS interactive tools are used to facilitate this exchange of ideas.

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Get them to share verbally first to understand their thoughts first. I find that many SP students are able to articulate their thoughts better verbally. We can also make sure of audio recording tools to get them to record their thoughts. Use of sentence starters and helping words can also be useful.

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For each new thinking routine, I'll usually role-model by thinking aloud and going through the process of thinking and annotating so that students understand the process of using the thinking routine. I started with templates so that students can indicate their notes on it. Thereafter, I will get students to write their own notes. I think the idea of getting students to write their own notes is important so that it is a more authentic experience that they get to apply even when it is not my lesson.

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During the use of any routines, I would model on how to use the routines. Then I would do a guided session, followed by independent session by learners.

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First and foremost, we must recognise and believe that SP learners CAN think! With that belief, then we are able to engage them in thinking.
Giving options to the SP learners on how they want to share their thinking, demonstrate thinking other than using words (esp written words) will encourage them to express their thinking in a more confident manner.
Affirmation - building on small successes.
Scaffold and add on to an idea - does not feel too overwhelming

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Brendan
First, we need to model how to go about using the VT routines. Then, we can start to provide some leading questions to set them on the VT mode. Repeated using of VT will build the pupils' confidence and for them to practice their critical thinking.

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I use resource sheets and butcher papers to help with group discussion. After they are done, I will get groups to pass their papers around (previously I would have an expert group setting but due to SMM, the paper gets passed instead) and they will then add comments (1 star 1 wish kind of approach).
At the end of the discussion I will then have a parking lot moment where they will jot down their thoughts on a post it and paste to a parking lot board and I will pick up their ideas as consolidation the next lesson.

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My pupils in the SP have difficulties generating quality ideas for writing. Thus, I have used Step Inside and What makes you say that to generate their thinking more in depth by putting themselves into the character. I scaffolded by guiding them with questions involving 5W1H.
Teacher must have a strong belief that SP pupils can respond well to the VT routines with appropriate scaffolding.

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At department level, trs tchg the same level could carry out LAST protocol to analyse students' work and explore ways to further develop students' critical thinking skills.  This has been done in 2021's GROW Project of EL Dept.  I think this practice should be continued.  It does not only develop our students to be critical thinker, but also builds up trs to be reflective practitioners.

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Whenever I introduce a new routine, I will model the use of it. I will do checks along the way to see if the students are on the right track.
I will usually use the same routine but on different context to get students familiar with it before I move on to the next.
When I discover students (SP) not able to handle certain routine (e.g. Connect-Extend-Challenge), I will provide more scaffold or just focus on 'Connect' before moving on to 'Extend' and 'Challenge'

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Padlet by Register Number. Then get students to comment.

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Every student to have a journal/notebook to take notes during their lessons.

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As a dept, VTR can be infused into SOW and subject reps can helm discussions during PDT using students' work samples to analyse their thinking.

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Level teachers could make use of the LAST protocol to come together to analyse students' works, explore different ways to help students think deeper and develop their ideas further. In this way, teachers can constantly do self-reflect.

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There could be more conversations during PDT to discuss the areas which we can help  students better using certain routines. Teachers could share their struggles and can collectively try out some strategies  together.

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Teachers can come together to share what they have done in their respective classes, to discuss what works well and what does not. Teachers can fine-tune and make the necessary adjustments to further encourage VT in their classes and to do away with worksheets so as to avoid "Death by Worksheet" pitfall.

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Hazlinah
For my lower primary class, I would choose VT routines that are simpler and manageable for them. Model to them so they understand the expectations clear enough. Use simpler words (like sentence starters) to scaffold them to understand better. They may use drawing, short phrase(few words) or voice recording to express their thinking.

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Police: Lyndon McLeod Identified As Suspect In Fatal Shootings In Lakewood And Denver