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For Strength, most are able to state physical property, definition and relevant scientific adjectives (heat map mostly green)

By zooming into individual responses, I see that some students get confused between physical property and scientific adjectives - Possible reasons: (1) Strength and strong, perhaps due to both starting with "s"? (2) Confusion between different categories of scientific language - e.g. physical property =/= scientific adjective to describe physical property

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For each physical property of materials such as for strength, students should be able to state:

Physical property = Strength

Definition of physical property = Ability to...

Scientific adjectives relevant to physical property = Strong, weak

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Through their text annotation, I should be able to see through their small little notes that they understand what each paragraph is saying, through their arrows, they make links from parts of the passage to particular words to draw context etc.

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Students should be awarded with the allocated marks, which also mean that they have understood the passage and able to answer the questions

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I suspect some of HCL students were not familiar with the comprehension text and the answering techniques. Hence, they were unable to score.

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Draw up a checklist/list of:

- questions they need to ask themselves

- annotation that they need to do

- steps they need to take when drawing and labelling the model

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I must ensure that students can state if a given data is a whole or a part first before they attempt to answer the question.

Create a checklist of the steps they need to take or questions they need to ask when analysing the questions

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- Students don’t like to draw models

- they cannot recognise data given is a whole or part of a whole

- they assume that data given is always a whole

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- highlight examples of good and correct models as good exemplars

- get students to comment on the errors fellow classmates make on their models

- Clone questions using different scenarios using decimal and whole numbers For drill and practise

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Get them to individually draw out the model so that their labelling can be clearly shown to ensure accuracy and correctness

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1) To be able to draw the models with information given accurately represented.

2) Express the relevant connection between fractional or percentage part to a given numerical data and subsequently use the unitary method to find a unit value

3) use the correct fractional/percentage part to find the answer to the question

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Students are still not able to draw and label models correctly esp for topic on Fractions of a Set and Percentage of a Whole and subsequently use Unitary Method to form connections and answer questions. They need to read, analyse the question and visually present the information given in their models. They need to discern what the question is asking for as answer and identify it with the correct part in the model. Need to revisit this despite the topic has been covered.

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Try and allocate enough practice time and motivate students to practise their piece with the correct rhythm.

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Provide sufficient class practice time

Show good examples of correct playing through demonstration

Give constant reminders

Get them to practise in small groups with their peer leaders guiding them.

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Students should be able to play the short piece the way they sing it, ie. in a smooth/legato manner.

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word problem in math often pose a challenge because they require the pupils to read and comprehend the text of the problem, identify the question that needs to be answered and then solve a numeric equation.

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in Math, it is necessary to establish the foundation first before moving forward. Students will find it challenging to catch up with the class lessons if the foundation is not there.

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allow students to understand their own thinking process, enhance teachers' role as they evaluate own teaching.

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1. See is pupils are highlighting the words beside the blank, and using it as their clue word

2. Annotate the case marker options correctly

3. Eliminating the wrong options using a cross

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Teach pupils to identify the clue word in the question, by saying that "usually the clue word will be situated beside the blank, in a question"

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Have a visual representation of the case markers rules and how to apply them in different context.

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Some pupils are able to annotate the meaning of the case markers properly (using my rules sheet). But unable to identify the clue word in the question and thus making mistake

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1) Pupils to annotate the meaning of the case markers correctly

2) Identify and highlight the clue word in the question

3) Using the clue word, eliminate the wrong options

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There are 10 case markers and pupils do not know the meaning of all the case markers. They will not complete the annotation.

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What to look out for

how students decode the words that they cannot read. Do they

building phonemic awareness through explicit sound matching of beginning, middle and ending sound

segmentation of words (if possible)

refer to the word walls for similar spelling/ sounds

read the words successfully for the second or third time

positive feedback from peers during peer reading?

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My lessons should include

building phonemic awareness through explicit sound matching of beginning, middle and ending sound

segmentation of words (if possible)

creating word walls with new and frequently used words

repeated reading of the same text to build fluency

paired reading where students read aloud to each other for support and feedback

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My students are struggling to read. Students are at beginning and developing stage.

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(Refer to Columns 3 & 4 for the question). Hence, to reduce their errors when solving such questions, at the START OF TERM 2, I taught them the TABLE method, which involves putting constant OR repeated variables IN THE MIDDLE, right next to each other, for convenience & higher accuracy when manipulating the ratios.

By the end of Term 2, my students performed a lot better for such questions. The above is an artefact that provides an example of how I wanted them to use the TABLE method in solving such questions.

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However, the model method is not very successful as quite a lot of students struggle when drawing and "cutting" models like this which are more complex than usual. (Please refer to Column 3 for the question).

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I would expect more of my students (the vast majority) to be answering such questions correct (refer to Column 2). The above is an artefact that shows an example of how I expect my students to solve such questions using a model.

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In Term 1, there were some struggles among my students with using the model method to solve certain ratio word problems that involve constant variables. They showed more errors than what I expected them to show.

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It would be ideal for them to write their recounts in a few stages:

plan recount

write it

re-write in paragraphs & add in missing details

read through and add / delete details

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They are working on developing the skill of developing a recount and organising this into paragraphs. Some still don't remember do the latter and this may be there are too many skills involved for them to process properly.

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A clearly written recount where I don't need to ask for missing details.

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They have not learnt the importance of reading through their work to check or even how to check that there are no gaps in their recounts.

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A fully developed recount where the reader is clear about what is written (no need to ask questions because all necessary details are present).

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Evidences to look out for in students' keyboard playing (as per my expectations of students if they have learnt):

Use their thumb, middle finger, and pinky finger to play the three chords taught (i.e. C, F, G).

Able to depress their thumb, middle finger, and pinky finger simultaneously.

Fingers have an arc-shaped when depressing the keys.

The three notes produced by their chord playing is balanced and clear.

There is a smooth transition (i.e. fingers "hovering" over to the next chord and "landing" without finger movement/fidgeting) of the hands when transitioning to the next chord.

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To teach about the importance of using the proper fingering for playing chords through a positive (correct fingerings) and negative (incorrect fingerings) demonstration of chord playing and elicit from students the following questions:

Which fingering is more balanced and beautiful?

What do you think are the reasons for using the proper fingering and not the improper one? (teacher to demonstrate further possibilities of what the proper fingering can achieve at higher levels against the limitations of using the improper fingering)

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Use their thumb, middle finger, and pinky finger to play the three chords taught (i.e. C, F, G).

Able to depress their thumb, middle finger, and pinky finger simultaneously.

Fingers have an arc-shaped when depressing the keys.

The three notes produced by their chord playing is balanced and clear.

There is a smooth transition (i.e. fingers "hovering" over to the next chord and "landing" without finger movement/fidgeting) of the hands when transitioning to the next chord.

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Students struggle to remember to play the correct rhythm of the piece they are learning. They tend to play in a staccato manner rather than smoothly in a legato manner.

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LSM students not able to remember their timestable(Ahmad)

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LSM students not able to remember their timestable(Ahmad)

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My LSM students not able to remember their timestable after all the lesson and practice in class. They keep forgetting their timestable. Had tried using ICT, short quizzes etc.

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Some of my P4 students struggle with using the correct fingering (i.e. thumb, middle, pinky) for playing chords on the keyboards as they find it uncomfortable to use the thumb and pinky

finger. Instead, some of them used their first three fingers (i.e. index, middle, and ring). The use of the incorrect fingering could perhaps be partly attributed to their lack of understanding behind the importance of adhering to the taught fingering in developing finger independence as well as it being the most optimal finger arrangement in building keyboard technique. Other reasons other than ignorance, could be personal ones such as stubbornness and/or apathy - some students just can't be bothered to change fingering even after explaining to them the reason and value for employing the proper fingering.

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1. To give a title to their work

2. To be able to explain the thinking and planning process of creating their artwork.

3. The struggles/ challenges/ success they experienced.

4. What they would like to improve

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To provide students with a simplified structure... maybe an Acronym... to help them recall what are the areas they would need to address for an artist statement.

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Incomplete and superficial artist statements.

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To come up with a simplified structured template... maybe using Acronyms so that it is easier for pupils to recall what are the components they need to address?

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Evidence to look out for:

How deep/accurate are students' discussions and critique on the SLS platform ITT tool when they are tasked to comment & polish up the peer's submission?

Were they specific? Were they really helping their peers with the comments given?

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Look through students' WA2 compo to check if they have managed to：

1. use connecting words/phrases

2. make use of good phrases

3. identify the correct characters

4. identify the change in venues

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I observed a recurring challenge among my students in expanding their stories with sufficient details and depth. They often provide minimal details, resulting in a composition that felt rushed or underdeveloped.

Evidence to look out for:

Key elements of their stories: Characters, setting, plot events.

Descriptive language: Vivid imagery and sensory details that engage the reader.

Progression of Plot: Examine the coherence and depth of the plot development in students' stories.

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1) Students annotating or labelling their work for oral practice. They need to ensure they have used TIP technique (Terangkan, Interpretasi, Pendapat) when answering oral picture desciptions.

2) Use students sample work for the class to identify TIP. Finally, use good sample pieces to show to the class.

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1. Look for artifacts that do not satisfy your success criteria in pupil's composition.

2. Extract the examples, in their composition; ie. wrong usage of punctuations such as full stop, commas and capital letters.

3. Teach pupils explicitly on how to use the punctuations correctly. To close the learning gap, pupils to do the exercise and teaching to emphasize the correct usage.

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Through an analysis of their daily work, I observed that almost all my students were superficial in describing the pictures in composition writing. The BBADAMS approach is too long and they seemed to use the approach mechanically by answering the questions related to the abbreviation. This is also evident in their WA2 writing assignment.

As a follow up to the data collected thru daily work and WA2, I go back to the SKOP method of developing ideas and did away with BBADAMS. This approach is still at the implementation stage.

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I will be looking out for the use 4Ps which I have taught the pupils in idea development in writing. Pupils will annotate the 4Ps in their writing. These annotations will show evidence of learning or otherwise.

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Look through student’s daily work/ WA and identify the problem

Show students sample work from their classmates and highlight the areas where they are doing the right way (could be highlighting, use of certain strategies)

Address misconceptions / revisiting strategies

Get students to check against their own work and attempt their corrections accordingly.

Check their corrections again and see if there are still misconceptions.

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Artefacts - 3 sets of pupils' daily work. Pupils' WA scripts Conducted a test on the item of concern to confirm data gathered through pupils' written assignments.

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Am looking to using video in composition writing as a visual to complement students composition writing. Have use it for my lesson ob and will try to use it for my p4mtsp pupils as i believe students as visual learners will understand better. And looking into the use of HMA technique for pupils to better identify feelings and use it in writing.

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Lookout and acknowledge their thought process. Can be as simple as an underline or working/notes at the side. Eg: if a child wrote 6 to the question: __ - 4 = 10

w p p

This shows that he is distracted by the minus sign and not respecting the notes he wrote.

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Sample: Math 'Frayer' Model - Fraction (sample 1)

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Sample: Math 'Frayer' Model - Fraction (sample 1)

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Sample: Math 'Frayer' Model - Fractions (sample 2)

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Sample: Math 'Frayer' Model - Fractions (sample 2)

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Identify and Represent Fractions: Recognize fractions in various forms, such as parts of a shape, parts of a set, or points on a number line.

Compare and Order Fractions: Understand how to compare fractions by considering the size of the numerator and denominator, and order them correctly.

Simplify Fractions: Reduce fractions to their simplest form by finding the greatest common divisor.

Perform Operations with Fractions: Add, subtract, multiply, and divide fractions and mixed numbers, including finding common denominators when necessary.

Apply Fractions in Real-Life Contexts: Use fractions to solve problems in practical situations, such as in cooking, measuring, and dividing objects or quantities.

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I suspect my 6RY pupils are unable to fully comprehend the comprehension open-ended text, especially when the context is unfamiliar to them or where they are many difficult words. As a result, they are unable to make the link from text to the question to actually answer the questions appropriately. An example is the Review 1 and the CZPS 2022 SA1 paper, where a lot of them failed their comprehension.

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Look out for students' good work and display good effort for students to model.

De-emphasise the reliance of keywords. Instead, remind students to understand the sentences and annotate the pieces of information given.

Highlight misconceptions so that students can benefit.

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Provide parallel and interleaved practice to do on notebook.

Do 'thinking aloud' to show my thought process for students to model independently.

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Farhana (P4 Math) - Understanding Word Problems

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Farhana (P4 Math) - Understanding Word Problems

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They would meet the success criteria if:

(a) they reorganise and annotate the information under S.

(b) they draw and label models correctly if necessary.

(c) they show correct equations to solve the problem.

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They struggle with understanding the word problems. They are unable to understand and contextualize the information given in the problem. This is evident during eStems practice and WA tests.

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1) Look for evidences of thinking and processing of questions through workings.

2) Topics and scientific concepts identified and used to arrive at answers.

3) Use of scientific terms or phrasing in construction of answers.

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I feel that there is a need to continue to get students to analyse pieces of writing and verbalise their thoughts. If they are able to do this well, it will mean that they understand the requirements of their writing tasks and will ensure that is evident in their writing. It is also important for me to check if they have done it appropriately otherwise I will not be able to tell if they have conveyed the correct feedback. I can also get more students to share their thoughts to their peers in their pairs or with the class

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1. Look for:

students' effort in annotating the word problems, using numbers to number the pieces of information given, clue words, highlighted or written to link to topics or sum, arrows

2. Highlight:

to students' their misconceptions or incompletion of steps, or other errors using diagnostic marking

3. Share

both good practices and such errors with the class to raise awareness of mistakes in reading and application of information and the usefulness of annotating questions

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A number of students were not developing the theme clearly despite examples being provided. To enable students to better understand what is required when writing, I prepared a peer analysis template for them to analyse their peers' writing in the hopes that they would be able to clearer on the expectations. However, when I checked through the feedback, they were still not very clear as the feedback given did not tally with the mark range or feedback given by me.

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I can look for evidences in their solutions to AO2 and AO3 type of questions for area of triangles. To see if my class showed a deeper mastery of the topic.

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I need to create more parallel questions and let them practice solving. In doing so, i can see visibly from their solutions if they are able to solve hence showing deep mastery of the topic.

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Benny (P5 Math) - Area of Triangle evidences

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Benny (P5 Math) - Area of Triangle evidences

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From their work and Mock practices and WA test, I can tell they are struggling.

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If they have learnt, they would be able to solve questions that probe deep mastery of the area of triangles.

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They struggle with deep mastery of the concepts. This was evident in their math WA test when deep mastery of finding the area of a triangle was tested.

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Evidences:

Look through students' writing pieces to check if they have managed to develop the theme using the stimulus and included sufficient words/phrases using do say think feel look

check through the peer feedback form to determine if students have managed to analyse the work of their peers and provided appropriate feedback. If students have not done so, go through the form again and the expectations. Students to also do a comparison to the model given and redo the peer feedback where needed.

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I need to look for writing pieces exemplars and non-exemplars for students to understand what is and what is not addressing a theme.

Also, good phrases from my students' work in using the 5 senses & not-so-good examples that can have opportunities to expand their ideas.

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Evidences to look for:

1) Pupils' answers on comprehension questions - Have they show understanding/ misunderstanding? How? Do they "interact" with the text/ passage? Are they able to identify the clues/ key words/ evidences?

2) Pupils WA2 reflection

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Zaleha (P4 English) - Writing to the Theme 

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Zaleha (P4 English) - Writing to the Theme 

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They should address the theme throughout the story and not just a liner or two at the end.

They are able to use the SAY, DO, LOOK & 5 senses to add details to their characters for a start.

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They are struggling to write a composition to the theme. Also, if they do, they are lacking in expanding their ideas.

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(P4 Math) - Heuristic- branching method evidence to look out for :

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(P4 Math) - Heuristic- branching method evidence to look out for :

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1) pupils should be able to identify in the question stem what heuristic to used, .based on the ‘clues ‘given.

(Annotations t be done when they see the phrase ‘fraction of the remaining object of concern’

2) pupils be able to draw the ‘branch’ with the correct fraction .

3) pupils should be able to know that the total of the ‘branches’ must be equal to one whole

4) pupils must be able to equate the fraction to the value given to find the solution .

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Evidence (Focus: self-reflection write -up )

1. Superficial response

- How to Identify: Review student's reflection for incomplete or superficial responses.

- What to Look For: Consistent incomplete or superficial statements in similar reflection or partially completed reflections

How to Identify Evidence

- come up with a structured reflection worksheet

- create an acronym for reflection

E.g. TAMME

Title

About

Make

Method

Explanation

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Evidence (Focus: Comprehension OE)

1. Incomplete or Incorrect Answers

- How to Identify: Review homework and tests for patterns of incomplete or incorrect responses.

- What to Look For: Consistent mistakes in similar types of problems, missed steps in multi-step processes, or partially completed answers.

2. Off-Topic or Irrelevant Answers

- How to Identify: Pay attention to student responses during class discussions or written assignments.

- What to Look For: Answers that do not address the question or show a misunderstanding of the topic.

How to Identify Evidence

- Regular Assessments: Conduct frequent formative assessments to gauge understanding and identify areas of difficulty.

- One-on-One Conferences: Hold individual meetings with students to discuss their progress and specific challenges.

- Classroom Observations: Continuously observe and take notes on student behaviour and engagement during lessons.

- Exit Tickets: Have students submit brief reflections at the end of lessons to capture immediate feedback on their learning.

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What to look out for:

Samples/ artifacts of students' writing which show examples of run-on sentences in their CW, SW and Compre-OE.

Readings/ research which highlight why students tend to use run-on sentences and how to help them learn about sentence boundaries.

Show students examples of run-on sentences.

Think about teaching students to use punctuation (namely full-stops and commas) correctly.

Think about how to teach students to use connectors correctly so I can close the gap and see a reduction on the number of run-on sentences used.

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What do I need to change or improve about the way I TEACH? 

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What do I need to change or improve about the way I TEACH? 

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Please complete this by the work week of the June holidays.

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Post pictures of student ARTEFACTS here…(just one area of concern will do…)

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Post pictures of student ARTEFACTS here…(just one area of concern will do…)

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Complete this by the work week of the June holidays.

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List down what you EXPECT students to be able to demonstrate or do if they have learnt…

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List down what you EXPECT students to be able to demonstrate or do if they have learnt…

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Complete this by work week of the June holidays.

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Evidences to look out for

Ability of the students to comprehend the instructions and tasks.

The number of instructions I as a teacher provide. (Is it too much for the students to remember)

Student's ability to perform the skills or their understanding of the games concept

The above can be done through observations, video recordings or getting feedback from the students.

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1) Look for artefacts that satisfy your expectations and meet the success criteria.

2) Also look for artefacts that have concrete evidence or tell-tale signs, not simply make assumptions based on suspicions.

3) Finally, we need to close the learning gaps by reinforcing and explicitly teaching what we expect students to do.

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What kind of evidences can you start looking for? How?

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What kind of evidences can you start looking for? How?

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Please complete by Week 9 TTT.

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SAMPLE: Aishah, P5 English - Grammar; EXPLICIT teaching (by teachers) and thinking (by students)

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SAMPLE: Aishah, P5 English - Grammar; EXPLICIT teaching (by teachers) and thinking (by students)

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1. Importance of teaching metalanguage - so that we are using the same language to 'communicate', 2. Identify the question types, 3. know what clues to identify for different question types,

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What does the above tell me about students' understanding of TAG QUESTIONS...

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SAMPLE 3: Aishah, P5 English - conceptions on ‘tag questions’ and ‘modals’..

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SAMPLE 3: Aishah, P5 English - conceptions on ‘tag questions’ and ‘modals’..

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1. Most can identify the correct modal (would), 2. Most understand the rule of 'opposite', 3. Most can identify the question type - tag questions, 4. Some identified the wrong modal - could

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What does the above tell me about students' understanding of Subject-Verb agreement...

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SAMPLE 2: Aishah, P5 English - conceptions about ‘subject-verb agreement’

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SAMPLE 2: Aishah, P5 English - conceptions about ‘subject-verb agreement’

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1. Students identified the WRONG CLUE - noun (bags) instead of the verb 'belongs', or the 2nd sentence as the clue, 2. Some showed some understanding of the singular/plural noun but cannot link these to the verb

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What do students' IDEAS/WORKINGS show me about their understanding of RELATIVE PRONOUNS...

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SAMPLE 1: Aishah, P5 English - conceptions about ‘relative pronouns’

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SAMPLE 1: Aishah, P5 English - conceptions about ‘relative pronouns’

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1. Several students can annotate the use of the relative pronouns correctly (who - people, where - place), 2. Most got the answer correct but identified the WRONG CLUES. 3. Some worked hard at clues that are not relevant to the question type.

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SAMPLE: Aishah, P5 English (Data source - P5 WA2 paper)

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SAMPLE: Aishah, P5 English (Data source - P5 WA2 paper)

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Apart from the CORRECT ANSWERS, how can I find out if my students have learnt and have not learnt? What ‘workings’ do I need them to show for each of these questions to show me they have understood what I taught them? For Q1 (relative pronoun), I need them to be able to identify the correct 'place' clue - battle site/Fort Siloso, apart from just annotating next to the options. For Q2 (SVA), I need them to identify the verb 'belongs' as the main clue and to note that this will go with a 'singular noun' in the 'present tense'. Their annotations (ticks/cross) next to each option should support this understanding. For Q3, (tag questions), I need them to identify the correct modal - 'would' and that the answer should be the opposite of this modal - would not=wouldn't

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Why students' VISIBLE thinking or IDEA(S) ABOUT LEARNING is important to us...

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Why students' VISIBLE thinking or IDEA(S) ABOUT LEARNING is important to us...

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Something for us to take note of

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Post your suspicions (example given) below.  

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Post your suspicions (example given) below.  

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Complete this by June holidays, work week. Include a snapshot if you can.