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Shared by: Bala Kirishanan
A- Z aspect : Zone of proximal development

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Shared by: Dominic
A-Z aspect: Thinking Routines – 3 Ys

1. Level & Stream: Sec 2 Express
2. Duration: 1 lesson
3. Topic: Health issues involving digestive system
4. Objectives (Success criteria):
- Recognising the personal impacts and exploring the social impacts of health issues involving the digestive system
5. Strategy: 3 Ys (the 3 whys)

[Promote thinking & discussion]
Students did a run through of the different health issues associated with the digestive system and diet. These namely include constipation, gastric pain, food poisoning and, of particular importance, diabetes.

Students are familiar, or even have experienced, some of these issues. Hence, students are challenged to think further by answering to the three Whys.

-       Why does it matter to me?

-       Why does it matter the people around me?

-       Why does it matter to the world?

The three Whys provide a simple routine to guide students to progressively look outwards from the personal, to the community and to the world. Students are thus stretched to think more beyond just their personal sphere.

6. Resources:
Padlet link
pedagogical basis of the 3 Whys and how to use it http://www.pz.harvard.edu/sites/default/files/The%203%20Whys.pdf

7. Reflection:

One of the main foci of the science curriculum is to engage students in the practices of science, a way of thinking representative of the scientific discipline. One such practice is to relate science to the environment, technology and society (STSE), which are more well-known as socio-scientific issues. This sub-topic of health issues is a touch point for students to connect scientific ideas about the digestive system to themselves.

Through the introduction of the 3 Whys, it was a simple way to get students to consider the issue affects the society at different levels. Furthermore, by placing the students’ responses to each Why question side by side (enabled by the Padlet interface), I could get a sensing of how a students’ thinking evolves (e.g. does their response appear broader or narrower?).

Additionally, due to the self-sufficiency of the questions, such further thinking can be done asynchronously. Students can ponder deeper into the issue on their own using these questions.

In short, the 3 Whys is a good and not overly-complicated start point to start or strengthen students’ engagement with socio-scientific issues.

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Shared by: Jeremy Tng
A-Z aspect: YouTube

1. Level & Stream: Sec 4 Exp
2. Duration of Lesson: 1 hour
3. Topic: Cuban Missile Crisis
4. Objectives (Success Criteria):
For students to acquire, consolidate and articulate through discussion their understanding on the topic of the Cuban Missile Crisis through a collection of videos.

5. Strategy:
Inquiry-Based YouTube Lesson - A learning experience which provides students the opportunity to engage with Historical visual and media material at their own pace, and in their own learning circles.

[A] Activate Learning

Instead of getting students to read their textbook, I made use of YouTube videos to arouse my students' interest in the topic. I gathered videos from YouTube and shared with students instructions on the Inquiry-based lesson.

[B] Promote Thinking and Discussion
Students may choose to work is silo or as a small group, while going through the resources provided. The teacher will provide the topical over-arching questions for the students to explore independently and discuss their answers with their peers and to deepen their knowledge. (self-directed learning)
Questions:
- Explain the reasons for the Cuban Missile Crisis.

6. Resources:
YouTube Links:
- https://youtu.be/FiBen-pSb08
- https://youtu.be/uAi7RyR0qac
- https://youtu.be/C8A3GFWFb-A
- https://youtu.be/1UbVuTXg4CQ

7. Reflection:
Need to provide students with a scaffolded worksheet to give students a general directions for their self-pace learning, after lesson. Provide time stamps on for the videos to help save time on the students part.

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Shared by: Diyanah Misdi
A-Z aspect: Nearpod
Preferred mode of sharing: Email

1. Level & Stream: 3 Normal Technical
2. Duration of Lesson: 1 hour
3. Topic: Pyramids
4. Objectives (Success Criteria): Students are able to find the Surface Area and Volume of Pyramids.

5. Strategy:

[A] Activate Learning

Most of my students in this class are visual learners. Nearpod enables me to upload videos and pictures and sharing of useful websites for a better understanding of Pyramids. Nearpod also allow my lesson to be more interactive. I am able to create interactive slides that contain Collaborate Boards and Matching Pairs.

[C] Facilitate Demonstration of Learning

Throughout the lesson, students would have to solve many questions on Pyramids, whether it’s to find volume or surface area. The Draw It feature allow my students to write out their solutions. In a normal lesson, when students are asked to solve, some students may cover their answers when I walk around the class to check because they are shy or they do not know how to solve but is not willing to say. In Nearpod, all students are encouraged to try solving the problem because they know that I will be able to see their solution on my device, even if it is blank. This feature allows me to know which specific student needs more support.

For some of the math problems, I’ve also used the ‘Draw It’ feature to share individual whiteboards with the entire class. Hitting share will enable the chosen solution to appear on every device. This enables me to share good work and model good progressions. Students are also happy and proud when their solutions appear on their friends’ devices.

[D] Monitor and Provide Feedback
I will be able to see all their worked solutions at one glance.

6. Resources:

7. Reflection:

Different styles of lesson delivery can be beneficial for this group of students. Using only textbook and workbook for every lesson do not appeal to them. With the use of Nearpod, students are seen to be more engaged as there are a variety of activities, such as watching videos, giving their responses on the videos, and knowing more about Pyramids from a website. This is evident from the poll that I have created at the end of the lesson. I also feel that the lesson flow is smooth when using Nearpod.

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Shared by: Su Peng
A-Z aspect: Visual Collaboration using Miro
Preferred mode of sharing: Email

1. Level & Stream: Sec 3 Express
2. Duration of Lesson: 1h + 30 min (3 periods)
3. Topic: Weather and Climate
4. Objectives (Success Criteria):
For students to consolidate and articulate their understanding of a content topic through digital mind mapping

5. Strategy:

[A] Activate Learning

Teacher starts the lesson by introducing students to the digital mind mapping tool Miro and helping them with onboarding. Teacher tunes students into the lesson by eliciting responses to key questions that will reactivate students’ prior content knowledge on Weather and Climate. Teacher leverages the core responses as nodes and models the creation of the class mind map on Miro.

[B] Promote Thinking and Discussion

Students get into groups for the main activity. Each group draws a lot and is randomly assigned a specific topic in the Weather and Climate unit to construct and contribute to the class mind map. All student groups are given 30 minutes to:

Discuss the essential content that they need to present on the assigned topic

Discuss how best to represent the content on the mind map

Construct a section of the class mind map based on the assigned topic

Through active peer collaboration, students are engaged in meaningful learning as they make connections between new and existing knowledge. This facilitates the development of schema and helps students to strengthen their depth of understanding on the subject matter.

[C] Facilitate Demonstration of Learning (this can continue during the first period of the next lesson)
Once the class mind map is complete, each student group is given 5 minutes to present their section to the class. This helps students to form a holistic understanding of the learning unit and provides an opportunity for them to raise pertinent questions that either the presenting group or the teacher may answer.

[D] Monitor and Provide Feedback
While student groups are constructing their mind maps, teacher goes around to:

Provide assistance to groups who are stuck by directing them to relevant resources and helping them to further dissect the sub-unit

Offer suggestions to help groups augment the accuracy and clarity of their sections

6. Resources:

Link to students’ class mind map: https://miro.com/app/board/uXjVO2s7gEY=/?share_link_id=638813699228

References:

https://miro.com/blog/starting-remote-team-collaboration/#:~:text=As%20a%20whiteboarding%20platform%2C%20Miro,customer%20discovery%20and%20process%20visualization.

https://www.teachthought.com/literacy/mind-map/

7. Reflection:

As noted by BBC, mind maps are “highly effective visual aids that enable students to group together different ideas and enable teachers to …. assess their students’ conceptual development and understanding”. The use of Miro for digital mind mapping effectively removes barriers posed by pen-and-paper mind mapping (e.g. not enough space on paper to further develop ideas, inflexibility to reorganize and edit ideas, inconvenience of sharing the mind map with all group members). Instead, it reinforces the benefits of visual collaboration among students, which include:

Improving students’ knowledge retention and critical thinking skills

Boosting students’ creativity through the novel presentation of key ideas and concepts

Allowing teachers to gain insight into their students’ thought processes, assess their strengths and AFIs, while also monitoring growth

Promoting SDL among students as they have to read up and recall their prior knowledge in order to contribute to the mind map. Subsequently, the class mind map also serves as a useful revision tool for individual students.

Personally, I observed that my 3E3 Geography students were more engaged during the lesson because the construction of a digital mind map necessitated active participation from them. Many students were busy flipping their textbooks, referring to e-notes, or using their PLDs to construct their groups’ sections. The use of group presentations to further consolidate T&L was effective in ensuring better quality of group contributions too.

In retrospect, it can be rather time-consuming for the class to complete the mind map synchronously during lesson time. Miro allows student groups to continue working on their sections asynchronously outside of curriculum time (very much like Google docs). 😊

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Weather and Climate - Unit Consolidation

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Shared by: Michelle
A-Z aspect: Quizizz
Preferred mode of sharing: Email

1. Level & Stream: Sec 4 Express
2. Duration of Lesson: 30 mins
3. Topic: Ecology (revision)
4. Objectives (Success Criteria):
Students will be able to:
- identify the producer and primary consumer in a food chain/web
- construct accurate pyramids of numbers and biomass
- explain the effects of water pollution by sewage
- describe the role of forests as carbon sinks

5. Strategy: Inclusion of summary slides right after students have answered questions on a specific concept

[A] Activate Learning
- Starting the lesson with a few questions helped to engage all students immediately and allowed them to start recalling their content knowledge.

[B] Promote Thinking and Discussion
- Apart from MCQs, the other modes of questioning in Quizizz, such as open-ended questions and the drawing function allowed students to think deeper and respond to higher-order thinking questions. Through their answers to the open-ended questions, students provided different ways as to how sewage treatment could affect the environment, which led to a class discussion.

[C] Facilitate Demonstration of Learning
- Through their responses, students are able to showcase their understanding of the concepts tested. For e.g, they had to draw the ecological pyramids based on a given food chain, and it was easy to scan through their drawings to check for their understanding.

[D] Monitor and Provide Feedback
- For the MCQs and fill-in-the blank questions, the students get immediate feedback for their responses. For the drawing questions, students' work with accurate answers were highlighted to the class. For the free-response questions, selected students' responses were used for discussion during the lesson.

6. Resources: https://support.quizizz.com/hc/en-us/articles/360047670792-How-are-Lessons-different-from-Quizzes-

7. Reflection: The gamification feature in Quizizz allows students to be more interested in the revision lesson, compared to doing only pen-and-paper practices.  Including the relevant content slides after questions on a specific concept helps students to identify which section of the topic they may need to revise more on their own, especially for questions which they found difficult to answer. Quizziz lessons can also be assigned as homework so students can work on it in their own time. Crafting lower-level questions at the start of the lesson (fill-in-the-blanks), before progressing to questions that require them to draw, and finally answering free-response questions served as a scaffold for students and helped to build their confidence in answering the questions for this topic.

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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Shared by: Syairah

A-Z aspect: Visual/Auditory Learning Style

Preferred mode of sharing: Email

1. Level & Stream: 1 NA (SBB) / Express

2. Duration of Lesson: 1.5 hour

3. Topic: Narrative Writing (Lukiskan Bunyi ~ Drawing Sounds)

4. Objectives (Success Criteria):  At the end of the lesson, students can

Draw the sounds for every part of the ‘story mountain’ [this eventually forms the story]

Choose 2 ‘frasa berbunga’ (good phrases) from a list given that best describes each scene

5. Strategy: e-ped, Gardner's theory of multiple intelligences

[B] Promote Thinking and Discussion

The students are rather weak at generating creative storylines and often their storylines are limited to their experiences as a student in school. This activity serves to simulate their auditory senses and forces them to imagine what the sound looks like. Hence, students must relate the sound to an experience before drawing the scene in a grid provided. To avoid students from being intimidated by this task, we did an exercise together first. From grid to grid, students become more confident in completing the task and show initiative and resilience to draw to the best of their ability.

With the list of ‘frasa berbunga’ provided, students must identify suitable phrases that describes the scene or the emotions of the characters in the scene. This selection process challenges their thinking and allows them to explore independently.

With clear instructions and ample time provided to draw/sketch their thoughts, students are able to achieve the goals set for each section of activity.

[C] Facilitate Demonstration of Learning

Students are given opportunities to share their work with their peers at 2 junctures. First is after they have drawn 6 scenes (parts of the story mountain) to share their story line. Second is after they have chosen the ‘frasa berbunga’ to describe each scene. In this group sharing setting, students can demonstrate their learning and at the same time assess their peers.

6. Resources: some examples of students work are attached in the pdf

7. Reflection:

Through this lesson, I learnt that my students are capable of doing ‘difficult things’ and remain focused to complete each task given in the stipulated duration. When I compared other lesson that I have conducted with this class that requires them to draw, this lesson was far more successful, and this may be due to the inclusion of audio/sound used. Hence what I can conclude is that my students are mainly visual/auditory learners. So, this experience brought me a renewed understanding of the importance of identifying my students’ learning styles and adapting my lessons to it. Doing this will bring about a more conducive learning environment for my students and improve their mood significantly as they are able to achieve the goals set for themselves and complete their work independently.

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Blooket is an exciting new take on the modern classroom review game. It aims to match action with education to create the ultimate learning experience!

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Wordwall is an online platform where teachers can create interactive activities for online or face-to-face classrooms (for printables). In the free version, there are 18 free interactive games for you to choose from. Among some of the interesting free game templates available are Whack-A-Mole, Maze Chase, Gameshow Quiz, Balloon Pop and more.

Wordwall is an easy way for us to gamify our learning activities. Gamification is proven to help increase student engagement and may help students better retain information. You may wish to try some of the games when doing revision with the students next week. Wordwall will be useful in the teaching of keywords and subject-specific terminologies, and able to provide visual clues and reference for language learners. Students will be able to remember connections between words and concepts more easily through the games.

Students do not need to sign in to attempt the game. The games could be assigned as an activity or an assignment.

Activity: At the end of the game, students will be prompted to key their names.

Assignment: Students will be prompted to key in their names at the start.

Their names and scores will be tabulated and shown on the leaderboard. The difference between assigning the game as an activity or an assignment is that you can only view the game results (i.e. summary of students’ performance) if the game is set as an assignment.

You may watch this video to learn more about navigating the website interface and the many functions and games available on Wordwall: https://youtu.be/wTw3JyH87S0

Shared by: Syairah

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WORDWALL  Gamify Your Classroom with a Few Clicks!

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Shared by: Jacqueline (ICT Trainer)
A-Z aspect: Kahoot!
Preferred mode of sharing: F2F/Zoom

1. Level & Stream: Sec 1
2. Duration of Lesson: 1 hour
3. Topic: Different types of shot sizes in photography (ALP)
4. Objectives (Success Criteria): Students can identify different shot sizes (e.g. close up) and apply them to the photos they take

5. Strategy:

[C] Facilitate Demonstration of Learning
- Students will play a Kahoot game as a means of revision on what they have learnt about different shot sizes.
- They will be shown various images, with answers in multiple choice format. This was chosen over true/false questions as the teacher would be able to have very similar answers as part of the multiple choice, requiring students to take some time to read and think about their answer.
- This activity helps with quickly identifying common misconceptions based on the types on answers students are selecting.

To apply what they have learnt, students used their phone cameras to take photos of either small items brought from home or items they had on them (stationery, books) in the various shot sizes. Selected students were asked to share their photos, while identifying the shot size of that photo.

As this was a part of their ALP, all students were also required to insert all the photos taken during lesson time to their Google Drive and a PowerPoint Photobook template, which could be viewed by the ALP teachers and myself. On the PPT template, they were required to indicate the shot sizes of the photos they included.

[D] Monitor and Provide Feedback
Kahoot provides a summary of the number of students that have selected an answer after each question. With this I was able to see which other answers majority of the students are selecting and immediately explain why the answer they chose is incorrect.

Also, based on what students have submitted to their Google Drive/PPT template, I was able to take a look at their work and identify common mistakes made across the board. Due to the lessons being changed to pre-recorded videos, general feedback would be covered in the video and I was able speak to students individually for more targeted feedback.

6. Resources: https://create.kahoot.it/share/can-you-name-these-camera-shots/cfb2c47f-cb4c-4d21-b5e1-24cc745ee122

7. Reflection:
A Kahoot game can be a quick and fun form of revision, also providing more examples as well as allowing common misconceptions to be identified and cleared.

This came in useful when having a mass zoom lesson for all the Sec 1 students back in Term 1, as it was extremely difficult to gauge the understanding level across the board, with students being hesitant to ask questions. It definitely engaged the students more, and allowed more students to be involved with the lesson, as having a mass zoom lesson made it very dry for some students, or hard to follow along for others. The impression it leaves on the students is greater as compared to just watching along to a voiced slideshow.

I was not able to conduct the activity multiples times unfortunately due to the time constraints and subsequently moving to pre-recorded lessons instead.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Shared by: Dominic
A-Z aspect: Orbital revision

1. Level & Stream: Sec 4 Normal Academic (lower readiness learners)
2. Duration: over 2 lessons
3. Topic: Various chemistry topics
4. Objectives (Success criteria):
- Recognising how to transfer content knowledge and apply to questions
5. Strategy: DI via learning preferences & interest

[Activate Learning]
Students were provided specific topical notes (taken from their revision booklet) as their first level of support. This provides the students with the content knowledge and reduce their cognitive load to recall. Furthermore, the students need to navigate several different topics, so having the revision notes can minimize cognitive overload.

Each part of the classroom is designated to be a centre of a particular topic. Students are encouraged to move from one station to another after completing each topic.

[Promote thinking & discussion]
Students are allowed to work in small groups or individually on a specific topic. Students are encouraged to work together to unpack the questions and identify how to apply the content knowledge to the question. The teacher can further facilitate thinking by encouraging students to ask questions when the teacher is at their table or answer questions posed by the students. The number of questions fielded (to the teacher or to the peers) were more than in a typical lesson.

[Facilitate demonstration of learning]
Students were required to complete ALL questions for the topic. They need to show to their teacher their completed work as a “exit pass” before moving on to their next station. To aid both students and teacher, a roadmap is given to the students to check off so that their progress is clearly marked out.

[Monitor and provide feedback]
Three levels of feedback were given:
- when student asks teacher in the process of attempting the questions. Teacher can address misconception raised by student.
- when student shows the completed work to the teacher to mark, teacher can comment on misconceptions / phrasing inaccuracies
- students who complete the questions at a faster pace can self-mark and check their answers. This allows them to identify their own mistakes quickly.

6. Resources:
- Orbital revision worksheet (comprising TYS questions) + answer key
- Selected revision notes (taken from in-house revision booklet)

7. Reflection:
The level of engagement students displayed in completing their work was greater compared to usual classwork. A good number of students were able to achieve the target goals for the day (to complete at least two chapters). A few students commented that they preferred such an environment rather than individual seatwork. This is likely because they are now able to discuss and clarify with their peers. At the same time, this provides a very good opportunity for students and teachers to engage in dialogue, which enhances and personalizes the learning experience for the student.

This revision used two lessons. However, because students are doing slightly different topics on each lesson and the configuration of the topic stations, it presents a novel experience for the student as they know they are going to be doing something different.

From a teacher’s standpoint, such an arrangement also creates a more relaxing environment for both teacher and student. In such a set-up, the teacher can focus on monitoring each student and more headspace to engage in with productive dialogues with the students. Lastly, this arrangement allows flexibility for students to work on which topics that they are weakest at. This gives the chance for different students to work on different topics within the same duration.

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Shared by: Mun Foong
A-Z aspect: Nearpod
Preferred mode of sharing: Email

1. Level & Stream: 3 Express
2. Duration of Lesson: 0.5 hour
3. Topic: Why is there greater diversity in Singapore now?
4. Objectives (Success Criteria): Students are able to explain how economic opportunities result in greater diversity in Singapore

5. Strategy:

[A] Activate Learning
Most of them are visual and kinesthetic learners. Therefore, the activities and resources that are used in this lesson contains videos, pictures and mindmap templates for them to pen down their responses. This will allow students to be more engaged and focused in the lesson.

[C] Facilitate Demonstration of Learning

Throughout the lesson, there are multiple key questions that students have to answer. The affordances of Nearpod (the features that I have used) allow for all students to showcase their viewpoints to these key questions and what they have learnt in class.

There are 2 main areas where I planned for students to demonstrate their understanding and new learning. The first one is the use of Time to Climb! quiz whereby the questions that were asked require students to apply what they have learnt in this lesson in another context. The second one is the drawing of mind map. I uploaded a template summary whereby there are some helping phrases that are given. Students should make use of the helping phrases to construct their personal mind map to demonstrate what they have learnt in the lesson.

[D] Monitor and Provide Feedback
Teacher will be able to see all the responses from the students at one glance. Similar responses could be grouped together and the teacher would be able to give feedbacks to different groups.

6. Resources:

7. Reflection:

Using powerpoint slides with frontal teaching does not appeal to this group of students. With the use of Nearpod, students are now more engaged as there is a variety of activities, from pictures to videos to mindmap creation. This is evident from the participation rate in the activities that I have created on Nearpod. Moreover, I can now see all their responses at one go and it has allowed me to point out good responses / misconceptions.

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Shared by: Stephanie
A-Z aspect: Home-Expert Group
Preferred mode of sharing: Email

1. Level & Stream: Sec 4E
2. Duration of Lesson: 1 hour
3. Topic : Skill of Evaluation
4. Objectives (Success Criteria):

-         draw inferences from given information

draw conclusions based on reasoned consideration of evidence and arguments.

5. Strategy: Indicate Teaching/ Learning strategies that will be used for your teaching.

[A] Activate Learning
Teacher informs students of the objectives of the lesson, the success criteria of the lesson.

1. Direct instruction

2. Individual work

3. Expert group then home group

4. Individual work.

Teacher gets students ready for the lesson by getting students to have with them the materials.

1.       Teacher analyses the question, background information and Source A with students as an example of how to evaluate the source.

2.       Teacher elicits students’ responses when analysing the question, background information.

3.       Students to take note of the annotations made by the teacher and do the same on their

worksheet.

[B] Promote Thinking and Discussion
1.       Students have been assigned their groupings (home group: 10 groups of triplets) the prior lesson. Each student in the home group is assigned a source to attempt the evaluation paragraph.

2.       Whilst students are working on their source, the leaders will spend the time to look through the source (evidence and explanation) which they oversee (according to their expert group) again.

[C] Facilitate Demonstration of Learning
1.    Students will then move into their expert groups (based on source). The leader will go through the stand, evidence and explanation with the rest of the members. When going through the above, the leader to take note of the group mates’ responses and make annotations on the checklist. This will be submitted to the teacher after the lesson.

2.    Students will then return to their home groups and share their answers with the rest of the group mates. Each member will be given 5 mins each to share their answers. The rest of the members will note down the answers in the evaluation worksheet.

[D] Monitor and Provide Feedback
1.       Teacher summarises the success criteria of the lesson.

2.       Students then attempt individually on Source E and present their answers in the evaluation worksheet.

6. Resources:
1.       SBCS Practice (Evaluation worksheet)
2.      Checklist of expert group members’ responses (Leader)

7. Reflection:
By allowing the higher readiness students to practice doing the sources earlier, it allows them to have a better understanding to guide their classmates. It also reinforces their understanding of the skill. For the other students, it creates the environment whereby students are empowered to take charge of their own learning when they share with the group mates after returning to the home groups.

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Sec 4E SBCS Evaluation (Leaders' CHecklist)

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Objective-Based learning in an art classroom

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Objective-Based learning in an art classroom

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Shared by: Yusra (Art Unit)

A-Z aspect: Objective-based Approach

Preferred mode of sharing: Email

1. Level & Stream: Sec 1

2. Duration of Lesson: 1 Hour (5 lessons)

3. Topic: Papercut Art

4.  Objectives (Success Criteria):

1.Students will create a papercut artwork based on their two-dimensional layout drawing.

2.Students will identify images that are found in the background (Level 1), middle ground (Level 2) and foreground (Level 3) of their artwork.

5.       Strategy:

(A)    Activate Learning

- Students will need to create a 3-dimensional papercut work based on their 2-dimensional drawing. Before every lesson, a video demonstration aligned to the lesson objective is uploaded onto google classroom. Students are required to watch the video demonstration and refer to their own drawing to familiarize themselves with the process of creating the papercut art before the lesson. From the demonstration uploaded, students are able to identify the various layers needed for the papercut for their individual artwork.

(B)    Facilitate Demonstration of Learning

- A recap on the process of creating the papercut art was shown to the students beforehand. Students referred to the instructional demonstration video on their iPad during lesson time as a guide to create the various layers in their papercut artwork. Students will assess themselves at the end of each lesson to monitor their progress using a checklist.

6. Resources

- Google Classroom, VLLO Video Editing Application, Self-Assessment Checklist

7. Reflection (How does it promote self-directed learning)

The objective-based approach that is aligned to the video demonstration is broken down into various levels of completion which enable students to monitor their progress and be actively involved in their own learning. It also provides opportunities for students to learn the same skill set for papercut art helps whilst accommodating to different pace of learners.

Resources and students' works: shorturl.at/bH139

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Shared by: Qi Wen
A-Z aspect: Learning Menu

1. Level & Stream: Sec 2E/2N
2. Duration of Lesson: 1 hour
3. Topic: RISE Reading Programme
4. Objectives (Success Criteria):

Each week, students are able to

Read and understand at least 1 news article.

Pick at least 1 task to complete. There are two tasks for each news article - A) Vocab quiz ; B) Reflections.

5. Strategy: Differentiated Instruction - Learning Menu

[C] Facilitate Demonstration of Learning
Students are able to:
- Choose and read a news article that interests them.

- Choose a task that matches their ability or readiness level that week. There are 2 tasks - Task A: 10 points & Task B: 20 points. Students may choose to do both tasks.
- For Task B (reflections), students can choose to present their reflections in different forms (write-up, audio recording, drawing etc). [DI in Product]

- There is also a leaderboard that display the points that the students accumulated, and prizes will be awarded to students with the highest points.

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同学们，大家好！

接下来的几个星期，你会在每个星期二早上的R.I.S.E时段，参与这项阅读计划。

你可以从老师提供的资料中，选择阅读自己喜欢的新闻报道或文章。每次阅读完毕后，你必须完成一个【小任务】（【词语练习】+【新闻读后感】）。

老师会根据你每个星期所呈交的【小任务】计分。累计分数最高的同学们，老师会在第10周举行一场颁奖典礼，奖励大家。

祝阅读愉快，加油！

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R.I.S.E 阅读计划
同学们，大家好！
接下来的几个星期，你会在每个星期二早上的R.I.S.E时段，参与这项阅读计划。
你可以从老师提供的资料中，选择阅读自己喜欢的新闻报道或文章。每次阅读完毕后，你必须完成一个【小任务】（【词语练习】+【新闻读后感】）。
老师会根据你每个星期所呈交的【小任务】计分。累计分数最高的同学们，老师会在第10周举行一场颁奖典礼，奖励大家。
祝阅读愉快，加油！

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Shared by: Syairah
A-Z aspect: Learning Menu
Preferred mode of sharing: Email

1. Level & Stream: Sec 2E/2N and Sec 3E/3N
2. Duration of Lesson: 1 hour
3. Topic: RISE Reading Programme
4. Objectives (Success Criteria):

Webpage: https://sites.google.com/moe.edu.sg/lenteracanberra/program-membaca-rise

Each week, students are able to

Read and understand at least 1 short story.

Pick at least 1 task to complete. The task tests students’ knowledge on the short story they read.

5. Strategy: Differentiated Instruction - Learning Menu

[C] Facilitate Demonstration of Learning
Students are able to:
- Choose and read a short story that interests them.

- Choose a task that matches their ability or readiness level that week. There are 2 tasks - Task A: 10 points & Task B: 20 points. Students may choose to do both tasks.

- At the end of the 4 week reading programme, students are to score a total of at least 50 points. There is also a leaderboard that display the points that the students accumulated, giving the whole programme a competitive nature.

- Hence through the completion of the tasks, the student can demonstrate their learning.

[B] Promote Thinking and Discussion
- Upon the completion of the task, students may refer to additional resources related to the issues discussed in the short story to extend and challenge their thinking.

6. Resources: https://sites.google.com/moe.edu.sg/lenteracanberra/program-membaca-rise

https://shakeuplearning.com/blog/interactive-learning-menus-choice-boards-using-google-docs/

7. Reflection: By giving students the choice to choose to read a short story that interests them, this will promote intrinsic motivation and the student is expected to read more intently. Secondly, by giving students the option to choose between Task A and B (that differs in difficulty), students feel less stressed to complete the task. There are points attached to each task, and the competitive nature of the whole reading programme will promote students' extrinsic motivation to read. Thus, students are expected to be more motivated and self-directed in participating in the reading programme.

(*The reflection will be further updated with students' feedback in Week 10.)

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Experiential Learning (Virtual Field Trip to National Gallery)

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Experiential Learning (Virtual Field Trip to National Gallery)

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Shared by: Qi Wen
A-Z aspect: Experiential Learning

1. Level & Stream: 1 Express CL
2. Duration of Lesson: 1 hour
3. Topic: Unit 3 - The Secrets of National Gallery Singapore
4. Objectives (Success Criteria): Students to have a deeper understanding about the "secrets" behind the building of National Gallery Singapore.

5. Strategy:
Experiential Learning (Virtual Field Trip) - A learning experience which provides students the opportunity to interact with a site or artifact without leaving the classroom, through the use of multi-media.

[A] Activate Learning

Instead of getting students to read their textbook passage on National Gallery, I created a virtual field trip in class using SLS to arouse my students' interest in the topic. I gathered videos and photos of the museum and shared with students at the start of the lesson as a hook.

[B] Promote Thinking and Discussion
The teacher's role as a facilitator is akin to a museum docent who shares anecdotes of the museum with the students and probe questions to for students to deepen their knowledge. I included question prompts at different points in the SLS package for students to explore independently and discuss their answers with their peers. (self-directed learning)

During the lesson, students were intrigued with the multimedia presented and were curious to ask more questions about the museum on top of answering my posed questions. (intrinsic motivation)

[C] Facilitate Demonstration of Learning

I added a Kahoot quiz at the end of the lesson as a form of AfL. The gamification function of Kahoot also excites students and encourages class participation.

6. Resources: SLS (Submitted to SLS Community Gallery)

7. Reflection: I was worried that students were unable to fully understand all the materials on the SLS package so I did a lot of "Teacher Talk" during the lesson.

To promote SDL in my students, I would consider using the "Jigsaw" method and assign them into home groups. I will get them to read through the allocated sections in their expert groups and share the information with their home groups, before playing the Kahoot quiz in their home groups. Through this modification I hope students can take ownership of their own learning and become more self-directed.

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Mock up serves as useful test platform prior full conceptualization

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Mockup serves as a reference for the student

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Marking out on actual work piece with reference to the mockup

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As part of the Canberra Curriculum Innovation A-Z Challenge 2022, it is Design & Technology Units great pleasure to share a lesson on UbD (understanding by design) where UbD has been used to facilitate the making process of the stationary holder prototype in our class.

1. Level & Stream: Sec 3 Normal Technical

2. Duration: 4 lessons of 120 minutes

3. Topic: Design Conceptualization, Making, Stationary Holder

4. Objectives (Success criteria):

Students are able to:

- Make and test a mockup of their intended stationery holder

- Make and evaluate their final stationery holder prototype

Stage 1—Identify Desired Results Key Questions: What should students know, understand, and be able to do? In the first stage of backward design, we considered our goals, examined established content standards and reviewed curriculum expectations. This first stage in the design process calls for clarity about priorities. The team then decided that students be deemed to make a mockup of their stationary holder prior embarking on the prototype.

In Stage 2, we distinguish between two broad types of assessment—performance tasks and other evidence. The performance tasks ask students to apply their learning to a new and authentic situation

as means of assessing their understanding and ability to transfer their learning. The students were tasked to transform their abstract stationary holder sketches to mockups.

In Stage 3 of backward design, teachers plan the most appropriate lessons and learning activities to address the three different types of goals identified in Stage 1: transfer, meaning making, and acquisition (T, M, and A). Too often, teaching focuses primarily on presenting information or modeling basic skills for acquisition without extending the lessons to help students make meaning or transfer the learning. Teaching for understanding requires that students be given numerous opportunities to draw inferences and make generalizations for themselves (with teacher support). Understanding cannot simply be told; the learner has to actively construct meaning. Teaching for transfer means that learners are given opportunities to apply their learning to new situations and receive timely feedback on their performance to help them improve. Thus, the teacher’s role expands from solely a “sage on the stage” to a facilitator of meaning making and a coach giving feedback and advice about how to use content effectively. Google classroom was used as a platform for students to review their own mockup prior comments by teachers. This process ensured a more effective prototype.

Reflection:

Through the mock-up, students can see their design on paper. This enhances their evaluation skills as they can test the product built using non-resistant material. Mock-up making gives them the opportunity to look at the making process, machines needed, the possible materials and the production time.

Feel free to check in with us if you would like to know more.

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Peer Observation and Feedback Using Heat Map & TAG in Badminton 

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Peer Observation and Feedback Using Heat Map & TAG in Badminton 

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Shared by: (PE Dept) Cassandra Tay
A-Z aspect: Collaborative Learning/Formative assessment
Preferred mode of sharing: Email

1. Level & Stream: 1 EXP
2. Duration of Lesson: 1 hour
3. Topic: Badminton
4. Objectives (Success Criteria):
Students are able to:
Psychomotor:

(Players) Demonstrate the skills and concepts learnt and apply them into a 1v1 game
(Observers) Mark out the placement of shots executed by the player on a Heat Map

Cognitive:

(Players) Identify and analyse the frequency and pattern of their hits in a 1v1 game

(Observers) Provide feedback to the player observed based on the heat map generated

5. Strategy:
Peer assessment and discussion (Using Heat Map - refer to attached PDF)

[A] Activate Learning
Students are orientated to the heat map, with the teacher providing a game demonstration and step by step instruction to mark out on the map. The teacher will also provide a range of scenarios such as player misses shuttle, hits shuttle out, hitting to different areas on the court. This helps the observers to visualise the possibilities and better understand the usage of the heat map.

[B] Promote Thinking and Discussion
Using the heat map,observers are to observe and mark out the areas that the player hits to. By rotation, all students will take on the role of player and observer.

Teacher picks out a few examples to promote thinking and discussion - flashing examples of heat map on screen to generate discussion points. Students will be guided to identify hitting patterns in a heat map.

Students are given time to analyse and discuss with peers.

[C] Facilitate Demonstration of Learning

Students provide peer feedback via TAG worksheet. Through this, students are engaged cognitively - identifying hitting patterns, raising questions, and understanding from one another the rationale behind different game play.

6. Resources: (Refer to attached PDF)
Heat Map
TAG Feedback

7. Reflection:
By observing their peers and providing feedback to one another, students take responsibility for one another's learning and fill in the gaps in one another's understanding.
Students are also engaged and motivated as they assume both roles of player and observer (by rotation). During the play and observation, I also noted that students began to ask their peers about their performance. Observers were also giving constant feedback, pointing out certain observations made via the heat map. Discussions were on going which is a form of SDL in place.

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Badminton mid point check+heat map_TAG feedback

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Shared by: Shu Hui
A-Z aspect: Collaborative Learning
Preferred mode of sharing: Email

1. Level & Stream: Secondary 1 Express
2. Duration of Lesson: 1 hour
3. Topic: Exploring Diversity of Matter by Its Chemical Composition
4. Objectives (Success Criteria):
Students should be able to differentiate between elements, compounds and mixtures

5. Strategy: Team-Based Learning

[A] Activate Learning
Students to self-read materials given at home and individually complete an assignment consisting of multiple-choice questions related to the learning objective. The goal of this assessment is to hold students accountable for their individual learning and measure what they have learned.

[B] Promote Thinking and Discussion
In class, students will discuss in their team to come to a consensus on the final answer. They will check if their answer is correct using a digital scratchcard on their iPad. When the team scratches off the correct answer they will see a star. If they scratch off an incorrect answer, they will have to continue discussing until they have the right answer. Points will be awarded based on their number of tries the team takes to obtain the correct answer.

The digital scratchcard can be easily created by colouring over the boxes using the markup tool on iPad and uploaded onto Google Classroom for students to download. Students will "scratch” the scorecard by using the erasing tool.

[D] Monitor and Provide Feedback
The teacher will address questions and areas that students still face difficulty in at the end of the lesson.

6. Resources:
Refer to the attached for a sample of how the scratchcard looks like.

7. Reflection:
Students are more motivated to solve challenging questions and are less likely to give up when they encounter questions they find challenging.

Through the group discussions, common alternative conceptions can be surfaced and addressed. Students can also help to fill one another's learning gaps.

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Shared by: Hui Yi
A-Z aspect: Interactive for learning
1. Level & Stream: Secondary 3NT
2. Duration of Lesson: 1 hour

3. Topic:  Chemical changes
4. Objectives (Success Criteria):
At the end of the lesson, students should be able to:

· state the definition of chemical reaction.

· state the factors for burning and rusting.

5. Strategy:
POE
[A] Activate Learning
Make use of the interactive
1) Story to learn how to BBQ satay for class outing
2) Story to find out why the can opener rust in the kitchen

[B] Promote Thinking and Discussion
Students will try to predict the changes in amount air supplied or fuel supplies that will result in the time taken to cook the satay.
Students will observe the changes in the test tube with variables set up. (i.e. absence of air, absence of water etc)

[C] Facilitate Demonstration of Learning
Students can directly answer the question by trying out the interactive on their own. OR
Additional WS given for students to answer the questions as they are playing the interactive.

[D] Monitor and Provide Feedback
Teacher will based on the final page of the interactive to confirm the students have completed the interactive.
Or go thru the additional WS given to consolidate their learning.

6. Resources:
Interactive in SLS
Additional WS based on the interactive
Sources of electricity:

Fill in the blank of features of power station: https://html.learning.moe.edu.sg/f3816b81-25db-47ab-ae91-7217c2485c87/20210319091445/data/fossil_fuel3d.html

Energy changes activity in power station: https://html.learning.moe.edu.sg/f3816b81-25db-47ab-ae91-7217c2485c87/20210319091445/data/fossil_fuel6b.html

Summary of power station features and energy changes: https://html.learning.moe.edu.sg/f3816b81-25db-47ab-ae91-7217c2485c87/20210319091445/data/fossilfuel3_1.html

Voltage transmission line: https://html.learning.moe.edu.sg/f3816b81-25db-47ab-ae91-7217c2485c87/20210319091445/data/fossil_fuel9com.html

Transformer step up and down comparison: https://html.learning.moe.edu.sg/8e067507-597b-43ef-b42c-c0c489de9c44/20210319091604/data/transform_04.html

Transformer in mobile phone etc:

https://html.learning.moe.edu.sg/8e067507-597b-43ef-b42c-c0c489de9c44/20210319091604/data/transform_06.html

Check your understanding:

https://html.learning.moe.edu.sg/8e067507-597b-43ef-b42c-c0c489de9c44/20210319091604/data/transform_08.html

7. Reflection:
Concepts are animated and introduced through storyline or demonstration
Questions are embedded in the interactive enable students to do self-check of concepts introduced.
Students can self-paced in learning the concepts.
Note:
Each interactive in SLS can be separated into different sections as each part has its own link.

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Shared by: Rudy (Physics Department)
A-Z aspect: Concept Cartoon

1. Level & Stream: Sec 3 Express
2. Duration: 15 minutes
3. Topic: Dynamics (Newton’s Third Law of Motion)
4. Objectives (Success criteria):

Students can recall and apply that action-reaction force pairs act in opposite direction and on opposite objects.

5. Strategy:
Using concept cartoons as a visual representation of science designed to motivate and engage students and stimulate discussion of their ideas

[A] Activate Learning

Students are shown the concept cartoon at the end of the topic as a form of formative assessment. The cartoon is designed to showcase a common misunderstanding that action-reaction forces cancel each other out. The design of the concept cartoon includes a character from a popular “meme” called “trollface”. This is deliberately done to grab the students’ attention and to also provide subtle suggestions that the character is “trolling” the audience with his misleading scientific statements

[B] Promote Thinking and Discussion

Students are told to provide their inputs regarding the concept cartoon in a Padlet. Students can then comment on the inputs of others to show support and critique if it is possible. This provides a channel for a constructivist learning experience among peers.

[C] Facilitate Demonstration of Learning
All students are to provide their input as part of classroom participation. Teacher to place emphasis on participation as it provides a quick avenue for students to arrest any form of misconceptions early before it develops further.

[D] Monitor and Provide Feedback
Teacher to select quality inputs that showcase clear understanding/misunderstandings that students might have and address them in the class. Students are also given the opportunity to elaborate more about their inputs to the rest of the class. Teacher to also address the most common response that the class has made to highlight the majority’s perception regarding the concept taught. Finally, teacher to conclude the activity by stating clearly that the concept cartoon is highlighting a misconception and use the points made in the class discussion to rectify it.

6. Resource:
https://padlet.com/rudyswandi1993/vmf647fpuyjguw68

7. Reflection:
Through embedding this short teaching strategy at the end of a teaching concept, it provides a fun and meaningful way to test on students understanding. Students are invited to justify their own ideas and clarify their scientific thinking as well as to consider the views of others. This also provides learners an opportunity to experience uncertainty and cognitive dissonance. However, perhaps it is better to include a segment for students to be broken up into groups to conduct a short investigation/inquiry in arriving at a response to the cartoon. This promotes one of the ways of thinking and doing science which is to seek out empirical evidence.

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A sample worksheet for students to record their observations of the simulation

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Shared by: Rudy (Physics Department)
A-Z aspect: Simulation

1. Level & Stream: Sec 3 Express
2. Duration: 60 minutes
3. Topic: Distance/displacement time graph
4. Objectives (Success criteria):

Students are able to:

- Plot a distance/displacement-time graph provided the data.

- State the distance/displacement travelled at any instant in time based on the distance/displacement-time graph.

- Infer that the gradient of the distance/displacement time graph represent the speed/velocity of the object.

5. Strategy:
Deepening understanding through authentic learning (simulations)

[A] Activate Learning
Students are given a worksheet with 4 different scenarios depicting different types of motions. Teacher to introduce the simulation on the screen and explain how it works (The meaning of the axes and the movement of the vehicles along the road). Teacher to describe the process of plotting the points on the graph with reference to the simulation.

[B] Promote Thinking and Discussion
Students to arrive at the conclusion that the plots on the graph are akin to “snapshots” of the vehicle taken at different positions from its starting position. Teacher to lead students into deepening understanding between distance and displacement.

[C] Facilitate Demonstration of Learning
Students to attempt to plot and draw the graphs of other given scenarios prior to the reveal of answers. Teacher to describe the motion as the simulation is playing to reinforce the accurate application of concepts.

[D] Monitor and Provide Feedback
Teacher to walk around the class and observe students attempts at drawing the graphs. Feedback to be provided at the individual level when necessary. Class-level feedback to be given upon observing common mistakes committed by students. At the end of the lesson, students are to submit their work online. Teacher to provide feedback upon analysing students work.

6. Resource:
https://www.geogebra.org/m/ABuBYdX7#material/Hemk6WBE

7. Reflection:
Through the simulations, students are able to see the theory played out visually. This enhances learning as they are able to bridge the connection between the simulated “reality” and the written graph that is supposed to capture the motion. On hindsight, students should be allowed to engage in discussion/do peer assessment during the attempts to further hone their critical thinking skills.

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Memes as means to enhance student engagement in Learning

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Memes as means to enhance student engagement in Learning

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Shared by: Qi Guang
A-Z aspect: Memes
Preferred mode of sharing: Email

1. Level & Stream: Sec 3 Express (this is also applicable across all streams and levels)
2. Duration of Lesson: -
3. Topic: Memes as means to enhance student engagement in learning
4. Objectives (Success Criteria):
Use of memes as effective teaching tools in our lessons to engage our learners and promote the joy of learning in our classrooms.

5. Strategy:
[A] Activate Learning
Memes can be used at the start of the lesson as a hook to grab students’ attention and create an eagerness among them to find out more. It can also be used to introduce the motivation behind learning a particular topic well. An example is provided in google slides resources. This can help to generate students’ interest in the lesson.

[C] Facilitate Demonstration of Learning
Another way to utilise memes is to allow students to demonstrate their understanding of new concepts through memes. They can also use it to highlight any difficulty that they face in understanding the lessons. This encourages students to reflect on the lesson and consolidate key learning points into a visual representation. For instance, as part of my class’s reflection for semester one, students are tasked to create a meme on any maths topics or challenges that they face. By reviewing their memes submission, I could identify key ideas that they have learnt as well as some difficulties that they are facing. This also helps to make the reflection process more fun and engaging for our students which allows them to better retain the knowledge that they have acquired. Some students’ submissions are shown in the resource slides.

[D] Monitor and Provide Feedback
Another common use of memes is to provide feedback to my students by affirming positive examples as well as highlighting common mistakes in their assignments. I will use images and expressions to emphasize these errors through a more interesting and hopefully humorous approach in hope that students will better retain these key learning points. Some examples are shown in links provided in the resource section.

6. Resources:
Applications/Examples of Memes in T&L:

https://tinyurl.com/5tbjbhee

Meme Templates:

https://tinyurl.com/ye26pjcj

Readings/Research on uses and impacts of memes in education:

Joy of Learning through Internet Memes

https://www.researchgate.net/publication/346242832_Joy_of_Learning_Through_Internet_Memes

Incorporating Memes and Instagram to enhance Student’s Participation

https://www.researchgate.net/publication/314866526_Incorporating_Memes_and_Instagram_to_Enhance_Student's_Participation

Using memes in Pharmacy Education

https://www.mdpi.com/2226-4787/8/4/202/pdf

7. Reflection:
With greater use of online social media platforms, memes have become an increasingly popular way of communication among the digital generations. We can tap on the use of memes as an effective teaching tool to activate learning, allow students to demonstrate their understanding and provide feedback. I observe that students have reacted positively to the use of memes in the lessons. In addition, by encouraging students to develop their own memes to summarise key learning points, this empowers them to become reflective learners who are motivated to take responsibility for their own learning. While creating memes may seem daunting at first, it becomes easier with time as these memes can be re-used with a slight modification to the texts or equations. Feel free to buzz with me if you are keen to create your own memes. 😊

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Investigative Game (CSI) on Evaluating Algebraic Expressions

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Investigative Game (CSI) on Evaluating Algebraic Expressions

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Shared by: Jialiang
A-Z aspect: Investigative Game

1. Level & Stream: Sec 1 (all streams)
2. Duration: 1 Hour
3. Topic: Evaluating Algebraic Expressions
4. Objectives: Student Engagement while learning
5. Strategy: Cluedo Style Game where student gather clues from answering questions.

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Solve the Mystery Murder Case using your knowledge on Evaluating Algebraic Expressions!

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Shared by: Felicia
A-Z aspect: Differentiated Instruction
Preferred mode of sharing: Email

1. Level & Stream:  Sec 3N1
2. Duration of Lesson: 60 minutes
3. Topic: Descriptive Writing
4. Objectives (Success Criteria):
Students are able to:
a. Identify the different literary language that can be used in descriptive writing.
b. Describe a given scenario using senses-related descriptors.

5. Strategy: Indicate Teaching/ Learning strategies that will be used for your teaching.

[A] Activate Learning
- At the whole-class level, students are prompted to describe a few images and teacher 'rates' their descriptions. These descriptions are then written on the board.
- After the first 3 images, students slowly realise the kind of descriptions that would warrant a higher 'rating'. They soon realise their simple 'telling' descriptions such as 'the man was furious' would not score as well as those that describes his actions/body language.
- Students then go on to describe subsequent images in the hopes of getting a higher 'rating'.
Through this activity, teacher will re-confirm her initial assessment of which learning readiness group each student belongs to.

[B] Promote Thinking and Discussion
- After all images have been described, teacher points students back to the board where all the descriptions of various ratings are written.
- Teacher then challenges the class to think of the literary language type that is used in certain descriptions. Examples included: Personification, Visual or Audio Imagery, Oxymorons and Similes or Metaphors.
(students remembered their literature lessons!! yay)
- Teacher then explains to them that literary language can be used in descriptive writing.

[C] Facilitate Demonstration of Learning
- Using a pre-setup SLS, I have allocated students into sub-groups on the SLS platform itself based on their readiness.
- Students will only have access to the activities assigned to them based on their readiness levels.
- HR: Describe using Personification
- MR: Describe using Visual/Audio Imagery
- LR: Describe using Metaphors/Similes.
The image/scene to describe differs across all three groups.
- Guiding hints are provided in the questions as students attempt to describe the image on their own.

[D] Monitor and Provide Feedback
- After students have submitted their own answers, teacher will pick out good descriptions from each of the readiness groups and show them to the class.
- At the whole class level, they will expand the two-liner descriptions into one paragraph by putting together their classmates' descriptions too.
- Teacher will 'allow access' of all tabs on SLS to all students and allow them to attempt the other two questions.

6. Resources:
Setting up of SLS
1. Select 'Class groups' in SLS and choose the class you would like to create sub-groups on.
2. Click 'Admin' --> Create new subgroup. Add students based on their readiness level. Remember not to name your groups 'High readiness' etc because they can see the group names!!
3. Go back to your assignment that you want to assign for DI lesson. Go to 'Assignment Settings' --> 'Activity Access'
4. Give access to the sub groups you have created.

Dummy Set up on SLS (screenshots, sorry! I can't share a lesson on SLS without adding you one by one)

https://drive.google.com/drive/folders/1AEzPN08r6V6rm0cAK2i1aoTqZDRLKVYK?usp=sharing

7. Reflection: How does your idea promote SDL in students?
Students were given a chance to attempt questions that were pegged at their readiness levels. This allowed them to build up their confidence and hence were more willing to try harder / less guided questions when prompted at the end of the lesson.
While students were asked to complete their work individually, because of the class profile, they usually form mini groups where they will discuss their answers. To me, this is also SDL because they question their friends and prompt one another to write better answers. This is especially so when this class' students are not willing to settle for 'being worse than their friends' and like to 'compete' to get a 'very good' too.
When students go home to attempt the other groups' questions, they also consolidate their learning across all literary language types.

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DI Lesson via SLS for Descriptive Writing Introduction

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Shared by: Nurul
A-Z aspect: Padlet Map Feature
Preferred mode of sharing: Email
1. Level & Stream: Sec 2E1 (Express)
2. Duration of Lesson: 1 hour
3. Topic: Chapter 7:  How can we build sustainable cities.
4. Objectives (Success Criteria):

Using an example, I can describe the characteristics of a city.

5. Strategy:  All Students Response

[A] Activate Learning
- How will students’ focus and interest be oriented towards the learning objectives?

Students watch a video in class on the definition of a city and the different characteristics of cities around the world. Using the Word Cloud function on Mentimeter, students are to state the characteristics of cities.

[B] Promote Thinking and Discussion

On 2E1’s Class Map on Padlet, students are to:

Research on a city in a specific region, based on their Index number:
1 - 12: Asia
13 - 17: Europe
18 - 22: Africa
23 - 30: North America
31- 35: South America
36 - 40: Australia/Oceania

Students can drop a pin on the map showing the location of the city. In the post, they are to:
1. Name of the city and the country
2. Describe characteristics (with evidence) of the city.
3. Include a picture of the city.

4. Ensure that their post is in red.

An example of Singapore by the teacher has been given to them.

Teacher will then ask some students to share their research with the whole class. As students are presenting their research, the teacher will then consolidate the main sharing points on the whiteboard. The teacher will then summarises the key characteristics of cities as:

1.    Large population size

2.    Built up area

3.    High population Density

4.    Range of functions

6. Resources: https://padlet.com/nurul_diyana_hashim/44hbf0zet5rriq8v

7. Reflection:

-        Students can add multimedia to posts that pull from online resources: Drive, and by adding web links. Photo library images or camera pictures can be added to effectively communicate ideas while aiding in the recalling of information.

-        The function is engaging as it allows the writing tasks to be more visual and relevant to them.

-        By presenting their findings on Padlet, teacher can monitor students’ understanding of the content. Students are also able to read their peers’ responses and rate their responses from 1 to 5. They can also provide feedback to each other via the comments function as a form of peer assessment. These posts also provide a rich resource for students to use as examples for their written work.

-        Posts can be colour-coded to represent different information. Thus, the same Padlet Map can be used for different activities.

-        Through the use of Padlet Map function, teacher can allow use the posts to teach the concept of scale to the students.

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Escape Room Game on Solving Linear Equations

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Escape Room Game on Solving Linear Equations

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Shared by: Jialiang
A-Z aspect: Escape Room

1. Level & Stream: Sec 1 Express / Sec 2 Normal Academic / Technical
2. Duration: 30 minutes
3. Topic: Solving Linear Equations (Revision)
4. Objectives: Student Engagement while learning
5. Strategy: Escape Room Concept where students gather the code to escape by answering questions.

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Escape from the digital chamber with your ability to solve linear equations!!

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1. Students take initiative to solve the problems that they face.
2. Students are able to explore independently to deepen their knowledge on a certain topic.
3. Students accept responsibility - they are self-disciplined and able to follow rules and routines.
4. Students have a positive outlook - they see problems as challenges, rather than obstacles.
5. Students are intrinsically motivated.
6. Students have knowledge of basic study skills - e.g. notetaking, asking the right questions.
7. Students have good time management.
8. Students are self-aware - they are able to identify their strengths and weaknesses and adopt the learning style that best applies to them.

Reference: https://www.edukasyon.ph/blog/8-traits-of-a-self-directed-learner

Dear colleagues, feel free to add on to the list! :)

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Collaborative Inquiry and Discussion with JamBoard & Google Classroom (Question Function)

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Collaborative Inquiry and Discussion with JamBoard & Google Classroom (Question Function)

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Shared by: Jeremy Tng
A-Z aspect: Jamboard
Preferred mode of sharing: Email

1. Level & Stream: Secondary 4 Express
2. Duration of Lesson: 1 hour
3. Topic: Cuban Missile Crisis
4. Objectives (Success Criteria):
- Students will understand and describe the role of Kennedy and Khrushchev in resolving the Cuban Missile Crisis.
- Students can draw inferences from the given information.

5. Strategy: Collaborative Inquiry facilitated with Jamboard

[A] Activate Learning
- Pre-lesson reading task given to student in preparation for the lesson.
- Hook video shown to students to activate prior learning.
- Students will do Activity 1 on analysing Source A and responding to question using Google Classroom Question function.

[B] Promote Thinking and Discussion
- In Activity 2 students will in group analyze Source B to D, and respond to guiding questions on Jamboard, practicing their inference skills.
- Groups will place/post their responses on Jamboard.
- Teacher will allow some groups to share their responses with the class.
[C] Facilitate Demonstration of Learning
-In Activity 3, students will go through a class debrief on what role Kennedy and Khrushchev played in bringing an end to the Cuban Missile Crisis.
- Poll to students on Nuclear Parity, and on whether Cold War would come to an end after the Cuban Missile Crisis.

*Not necessary to have all 4 elements of Active Learning in a single lesson. Identify only key elements that will be done during the lesson.

6. Resources: You may consider sharing links to the resources that you made or links to the websites/apps that you used.
Jamboard link
https://jamboard.google.com/d/1f8h3r4UDOOisIeiBQCzJL7hdeaGnAmugyycOmzkWUIs/edit?usp=sharing

7. Reflection: How does your idea promote SDL in students
Using Jamboard, allows students in groups to showcase their group responses, in different forms. Students are also able to showcase individual work if needed. Jamboard does have a few seconds of lag time between any action on the student's iPad and the work being shown on other students' iPad. Thus it would be best to have one student working on only one Jamboard slide at a time. Jamboard has many other uses that can allow students more freedom to express themselves in their work.

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Shared by: Diyana Sanip
A-Z aspect: Readiness of student
Preferred mode of sharing: Email

1. Level & Stream: Sec 3NA
2. Duration of Lesson: 10mins
3. Topic: Flexible
4. Objectives (Success Criteria): Improve students' readiness level for the lesson
5. Strategy:.
Using Mentimeter to gauge students' readiness for the lesson.

[A] Activate Learning
Using the Scales feature in Mentimeter, teacher asks students to rate (0-10) their readiness level (mentally, physically, emotionally) for the lesson.
Based on the group's response, teacher can adjust the pace of the lesson accordingly. e.g. if it's below 5, teacher can reduce teacher talk and perhaps allow more hands-on practice/ peer sharing and perhaps reduce the pace of the lesson.
This is followed by using MCQ/Open ended Q to recap previous lesson's understanding.

[B] Promote Thinking and Discussion
Teacher then can ask students what can be done to push the rating up even by 0.1. Creating group goals and actions can increase ownership over their learning behavior in class.

[D] Monitor and Provide Feedback
Students then rate their on-task level at the end of the lesson to reflect their actions in class. At this juncture, teacher can commend students' good behaviour and further encourage ways to make it better.

6. Resources:
Refer to PDF file attached to see students' response over time.

7. Reflection:
Knowing students' readiness level and acknowledging them in class show students that teacher cares for their well-being. We see them as people with emotions rather than just students whose sole duty is to study. This hopefully will create rapport between teachers and students and create a safer learning space in class. However, there bound to be students taking advantage of the system and purposely rate low for all lessons. I tend to focus on the good and thank the class for cooperating.

Adjusting the lessons' pace also requires flexibility on teacher's part and there will be implications for subsequent lessons. Teachers might then need to prioritise certain portions of the lesson. Again, this depends on the teacher's comfort level to do so.

Recently, Mentimeter has also added new features like Traffic Light which we use to check students' understanding as we conduct the lesson.

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Shared by: Ghazali Abdul Wahab
A-Z aspect: Escape Room
Preferred mode of sharing: Learning Fest

1. Level & Stream: Any
2. Duration: Preferably 1hr
3. Topic: Flexible
4. Objectives: Student engagement while learning
5. Strategy: Online escape room and station rotation

This was my sharing done at the Singapore Learning Designer's Circle Virtual Meet 1. It is a one hour presentation. Do skip through to the relevant parts of the presentation. Can ignore my banter and jokes with the audience at the end. LOL!.

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Shared by: Asyraf Khalid
A-Z aspect: Modelling
Preferred mode of sharing: Email

1. Level & Stream: Secondary 2 Normal Technical
2. Duration of Lesson: 1 hour
3. Topic: Creating a Personal Journey Map (Peta Perjalanan Peribadi)
4. Objectives (Success Criteria):
- Students will be able to share 4 impactful experiences in their life.
- Students will be able to share at least 1 out of the 5 5W1H questions about their experiences.

5. Strategy:
- Modelling (I-do, We-do, You-do)

[A] Activate Learning

With aid of the textbook, the students are introduced to the concept of Personal Journey Map (PJM).

Students are then given time to think of at least one significant life experience that they remember up till today.

After that, they shared the chosen experiences with their peers (pair discussion). Students are reminded to use the 5W1H template while reflecting and selecting an experience to be shared.

Several students will then be selected to share with the class.

[B] Promote Thinking and Discussion

Students are introduced to the PJM template provided in the activity book. The various component of the PJM template are then discussed. These components are:

Age when the particular experience happened (Umur)

Details of the experience (Pengalaman Saya)

Students need to share at least one detail (5W1H) of the chosen experience.

Impact of the experience (Kesan pengalaman ini)

[C] Facilitate Demonstration of Learning
Modelling (I-do, We-do, You-do)
I-do

Teacher will show and explain his PJM to the class (consisting of 4 personal significant life experiences.) Teacher will use the PJM template as provided in the activity book.

Teacher will show his expectations for their PJM and explain the expectations clearly.

After that, students are given time to complete the PJM template for only 1 significant life experience. Teacher will flash his PJM on the screen for modelling.

We-do

Once the students are done with completing 1 experience, teacher will choose one student's PJM. This is pre-planned, the PJM that is chosen has missing information for the 3 components.

Teacher will discuss with students on whether the PJM has meet the expectations via the 3 components of the template.

Teacher together with students will add in missing information with regards to the 3 components. With this, students have a clearer idea on the right direction to complete their PJM.

They-do

Once done, teacher will ask students to edit their 1st PJM. Following that, the students will be asked to fully complete the PJM.

6. Resources:

Refer to poster attached

7. Reflection: How does your idea promote SDL in students?

In a sense, this strategy enables students to have a clear direction while completing their assignments. Many a times, we encounter students who are not sure of how to complete assignments given even though we have explained the task countless of times. In such cases, perhaps there is not enough structured interaction time with the work assigned thus they are not able to comprehend what needs to be done. Personally, I find that this strategy is more effective for students with low readiness because of the repetition and the reiteration of concepts and knowledge learnt. After a while, I find that their knowledge of the concepts taught are much more stable.

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Lesson on Conversions between Percentages, Fractions and Decimals

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Lesson on Conversions between Percentages, Fractions and Decimals

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Shared by: Jialiang
A-Z aspect: Gamification

1. Level & Stream: Secondary 1NT
2. Duration of Lesson: 1 hour

3. Topic: Percentages
4. Objectives (Success Criteria):
At the end of the lesson, students should be able to:

· know what is the equivalence of 1%.

· convert a percent to a fraction / decimal.

· convert a fraction / decimal to a percent.

5. Strategy:
Framing the thinking (Quizizz)
Creating Mental Engagement (Blooket)
Making Explicit Cognitive Connections (Cards Conversion Game)

[A] Activate Learning
Make use of quizizz to frame students’ idea on the uses of percentage and basic conversion techniques.

[B] Promote Thinking and Discussion
Students were asked to list down some uses of percentages in the real-world and to share and discuss about the importance of percentages in our lives.

[C] Facilitate Demonstration of Learning
Students will go through a racing game in Blooket, with questions on conversions between fractions, decimals and percentages. Teacher can mention and cheer students who are leading, as well as go to students and provide help to students who are lagging in the race. The purpose of the race is to develop a competitive spirit as well as develop confidence in their learning.

Teacher further introduce a card conversion game for students, where they will work in pairs to decrypt a hidden message based on the knowledge of conversions (Refer to attached PDF)

[D] Monitor and Provide Feedback
Teacher will be able to provide immediate feedback to students throughout the session, at every juncture of the lesson.
After the
a. MCQ questions in Quizizz
b. Open resposes in Quizizz
c. Support for the lower ability students
during the Blooket game.
d. Advise for the students as they are
answering the questions during the
card conversion game.

Teacher to ask for students' interpretations of the decrypted phrase “Give the world the best you have, and the best will come to you.” – Madeline Bridge. Motivate students to do their best, and they will surely be rewarded with the good efforts that they have put in.

6. Resources:
Quizizz
Blooket
Card Game (Refer to attached PDF)

7. Reflection:
Students in general are excited about the activities and are very motivated in wanting to apply their Math knowledge to solve the puzzles. Through games, students have developed better confidence and motivation in answering the Math questions.

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Shared by: Carol Ann Tomlinson
A-Z aspect: Differentiated Instruction

Leading and Managing a Differentiated Classroom

Explore & discuss key principles & practices of leading students in a differentiated classroom

Explore & discuss key principles and practices of managing flexible routines in a differentiated classroom

In this webinar, Dr Tomlison focused on DI with specific focus on the learning environment and student-centric pedagogical routines.

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Shared by: Chinese Language Ms Lau Sou Fong and Ke Hong
A-Z aspect: Asynchronous Learning
Preferred mode of sharing: Email

1. Level & Stream:Sec 2 Express
2. Duration of Lesson: 1 hour
3. Topic: Providing thoughts and opinions  towards topic, after reading text passage
4. Objectives (Success Criteria):
Students are able to:
@ Share their views on a issue.
@ Using examples to elaborate and support viewpoint.
5. Strategy: Blended learning

[A] Activate Learning
- Students have basic understanding of the topic, which was based on textbook passage content.

[B] Promote Thinking and Discussion
- Teacher to provide scaffolding for students to promote thinking, discussion and to input their views on Google Sheet. https://docs.google.com/spreadsheets/d/1bhD2749PbE4i7UWzZ_qJ7JLvCdHEQDUsdH2-HW2HeFo/edit?usp=sharing

[C] Facilitate Demonstration of Learning
- Students to showcase their work via Google Sheet.

[D] Monitor and Provide Feedback
- Peer evaluation and providing feedback during lesson.

*Not necessary to have all 4 elements of Active Learning in a single lesson. Identify only key elements that will be done

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Shared by: Dominic
A-Z aspect: Differentiation by process
Preferred mode of sharing: Email

1. Level & Stream: Secondary 2 NA
2. Duration of Lesson: 1 hour
3. Topic: Application of forces and transfer of energy - Conservation of energy
4. Objectives (Success Criteria):

To recognise that total energy remains the same in a system and energy changes from one form to another

To recognise that mass of an object affects energy in an object

To recognise how friction affects energy conversion

5. Strategy: Simulation

[A] Activate Learning
Students are first told that they will learn about the Principle of Conservation of Energy.

Students will then be directed to use the pHet simulation to explore how energy changes as a skater moves up and down the ramp. There are three simulation activities students have to complete by following the instructions on a worksheet given.

These activities are the same for all students.

[B] Promote Thinking and Discussion
Students are already separated into three (squid game-esque) groups:
Triangle (Higher readiness learners)
Circle (Middle readiness learners)
Square (Loweer readiness learners)

Triangle group students received worksheet with little scaffolding in how to structure their responses to the questions regarding each simulation.

Square group students received worksheet with specific scaffolds (sentence starters, fill-in-the-blanks) for them to respond to each question on the simulation.

Circle group students could choose either worksheet used by the square or triangle groups. They were advised based on whether they would want more support that day or whether they want to challenge themselves that day.

Questions (which addressed the learning objectives) were the same for all groups, but it is the support given to the students to answer the question that varied.

After the simulation, teacher consolidates the students' observations and link back to the concept as a class.

6. Resources:

pHet simulation (Click here)

Worksheet (Both higher and lower readiness versions are found in the uploaded file)

7. Reflection:
Based on classroom observations, lower readiness learners were to traverse through the task with ease and did not appear stumped by the questions posed to them. Higher readiness learners were also able to answer without the support given to them.

This suggested that such differentiated scaffold allowed one group to engage with the task without being cognitively taxed by phrasing answers while the other can be cognitively stretched to include structuring their written observations.

The middle readiness learners can also enjoy some level of choice depending on their confidence and thus engage in the task more fully.

This differentiation is not very time-consuming as it was replicated for different streams to use e.g. 3NT

(Special thanks to colleagues who provided feedback on this activity!)

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Shared by: Secondary 2 Science unit
A-Z aspect: Forum (Asynchronous / Synchronous)
Preferred mode of sharing: Email

1. Level & Stream:  Secondary 2 Express & NA
2. Duration of Lesson: 1 hour
3. Topic: Atoms & Molecules (Atomic Technologies)
4. Objectives (Success Criteria):
To recognise the technologies resulting from knowledge of atoms have created social and ethical issues, risks and costs.
5. Strategy: Scientific Discourse

[A] Activate Learning
Students are first orientated to the issue at hand via google slides posted on their respective google classrooms. Students are given a brief overview of the types of atomic technologies present in the real world through a google site (with teacher-curated information) and videos. This helps the students to scope their understanding and grasp the issue without being overwhelmed.

[B] Promote Thinking and Discussion
Students were instructed to pick a stakeholder of their choice and make an argument for or against the investment of atomic technologies based on the perspective of the stakeholder they have chosen. Students were thus required to "connect the dots" using the information that they have just read and watched as evidence to support the point they intend to make.

Students were next required to comment on their fellow schoolmate's post, whether they agree or disagree with the peers using the perspective of their chosen stakeholder. As this discussion is across all six science classes, the discussion involves a multitude of students, which simulates an actual congress.

6. Resources:
Google Slides Instructions - https://docs.google.com/presentation/d/1eRJAFrHYMYxhUVZh6ZAZIkQpQYdFA90r/edit?usp=sharing&ouid=113205657314755216546&rtpof=true&sd=true
Atomic Technologies Congress Padlet -
https://padlet.com/dominic_koh_jing_qun/q7jz2wow77a300lb

7. Reflection:
This was done in both asynchronous (for one class) and synchronous (for other five classes). Although the task sounded highly complex for secondary two students, most were able to capture the essence of the issue and constructed valid arguments. What is exciting is that this is one of the first tasks that engages all students of the level on the same task. As a result, students faced peer pressure when they viewed the posts of their schoolmates, which prompted them to spend more time in constructing their arguments.
This activity supports the current science curriculum framework as such communication and discourse is PRACTICE of science. This allows us teachers to showcase that science is not a body of knowledge but a community of practitioners who engage in discussion and critique. It allows us to give students a more authentic experience of the scientific endeavour.

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Shared by: Valerie
A-Z aspect: Chunk Chew Check Change

1. Level & Stream: 4E
2. Duration of Lesson: 1 hour
3. Topic: Study Skills
4. Objectives (Success Criteria): Students are able to:

See the need to do up a revision schedule

Construct a revision schedule in preparation for the exams

5. Strategy: Chunk Chew Check Change

[A] Activate Learning

Chunk
- Shared with students the importance of having self-discipline and resilience in this final lap using videos and research data.

- Introduced revision schedule as a strategy to prepare for the national exams.

[B] Promote Thinking and Discussion
Chunk

- Showed students an example of what a weekly revision schedule looks like and provide the guidelines on crafting a schedule (e.g. 1 hr per slot, 1 subject per slot, be specific about what you want to achieve in that slot, switch subjects after a few slots).

- The exemplar allowed the students to start thinking about how they spend their time and what they should include in their revision schedule.

[C] Facilitate Demonstration of Learning
Chew

- Students were then asked to construct a revision schedule for one day to allow them to apply what they have heard.

- Students were allowed to differentiate their product – some used google calendar, some drew a table from scratch, some listed the schedule in a linear form.

- Students who have finished the one day schedule were then challenged to do a weekly one.

[D] Monitor and Provide Feedback
Check

- I went around to look at the students’ work and gave feedback to them.

- Addressed some feedback at the class level – e.g. the need to be specific about the topic of the subject that they would like to revise and the actual task that they will be doing (e.g. practice papers, do up mind maps etc)

- Asked questions like “Why did you start your schedule with R&R activities instead of revision?” to understand the students’ thinking and get them to reflect more about their schedule.

6. Reflection:

Change

- Due to time constraints, I wasn’t able to follow up more closely on the students’ work.

- If I could do the lesson again and with more time, I would show the students an exemplar with more details and showcase good examples from their peers.

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Shared by: Sumaya
A-Z aspect: Collaborative Learning
Preferred mode of sharing: Email

1. Level & Stream: 2 Express/NA
2. Duration of Lesson: 3 1-hour lessons
3. Topic: Poetry Analysis
4. Objectives (Success Criteria):
Students are able to:

Deepen their critical appreciation of poetry through research of poet's and poem's background

Identify literary devices to highlight the theme of a poem

Share their personal insight on the poem

5. Strategy: Group Presentations

[A] Activate Learning

The teacher will provide students with the poems for the group presentation as well as the rubrics highlighting the key components of the presentation that must be shown.

The teacher will also provide a sample presentation for students to form an understanding of the task deliverables.

[B] Promote Thinking and Discussion

Students will be given time in class to form flexible groups of 4-5 and choose a poem to analyse.

Students are to key in their groupings and poem choices on the Google Docs posted on the Google Classroom stream.

Students can delegate tasks and deadlines.

[C] Facilitate Demonstration of Learning

[Online; homework]One representative per group can turn in the draft of their deck on the Google Classroom assignment.

[In class] Students are to present their findings and insights to whole class.

[D] Monitor and Provide Feedback

[Online; homework] On the sign-up sheet with student groupings and poem details, the teacher can provide feedback to groups.

One main document that is visible to the whole class can help students learn from other groups on top of seeing their individual group feedback.

Each round of feedback is colour-coded for accountability of submission and checking the progression of their self-correction based on the feedback provided.

[In class] During the presentations, students watch other groups and provide their input on the content of their peers.

6. Resources:

Click on the links to access the materials

Rubrics and Task Sheet Samples

Students' Canva Presentation

Photos + Videos of Student Collaboration

Sample of Students' Project Planning Notes (self-directed project management)***

Sample of Teacher's Feedback

7. Reflection:

By empowering students to take charge of their learning by conducting research, allowing them to work in flexible groupings and choose their presentation modes/content, they are more interested in learning.

Learning from their peers also allows them to fill the gaps of each other's understanding.

The rubrics template and the feedback cycles provide scaffolding for students to organise their content and work towards self-directed corrections.

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Shared by: Malay Language Unit
A-Z aspect: Blended Learning
Preferred mode of sharing: Email

1. Level & Stream: 4 Express
2. Duration of Lesson: 1 hour
3. Topic: Sports
4. Objectives (Success Criteria):  Students are able to:

Deepen their understanding of a topic by relating it to current affairs

Share their views on an issue with supporting examples

5. Strategy: Blended learning

[B] Promote Thinking and Discussion (completed online during blended learning days)

The teacher provides students with the topic and parameters to find a suitable news article/video. Students then identify TIPS from the news article/video (using the scaffolding questions provided).

Based on the task in the earlier section, students will consolidate their learning and answer the discussion question which is an actual 'O' Level Oral question. For lower-ability students, they can click on the 'Helpline' that is hyperlinked to a document that provides a further breakdown of the question and additional prompts.

[C] Facilitate Demonstration of Learning (carried out in class)

In school, students attempt a formal e-mail question by applying the knowledge that they have acquired through the blended learning exercise.

6. Resources: https://padlet.com/mlcbss/MLBLExample

7. Reflection:  By giving the students a choice to choose their learning materials (i.e. news article/video), their learning becomes more personal and intrinsically motivated. Evidently, students are able to find relevant articles of people or issues that interests them. The structure and scaffolding provided also helps the student to build knowledge. On hindsight, students should be allowed to engage in discussion/do peer assessment during online blended learning to further hone their critical thinking skills.

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Please approach any of the following C&I committee members should you have any queries! You may also drop us an e-mail:

bala_kirishanan@moe.edu.sg

dominic_koh_jing_qun@moe.edu.sg

syairah_nur_amirah_zaid@moe.edu.sg

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To contribute your ideas, please follow these steps:

Find the 'Lesson Design Template' post below.

Click the 3 grey dots on the top right corner of the post.

If you have logged in to your Padlet account, click 'Copy Post' > click 'Copy to this padlet itself' > select the column you'd like to copy the post to.

If you do not have a Padlet account, click 'Expand post' > manually copy the content of that post > go to the column you'd like to post at and click the '+' sign > paste the content.

You may begin to edit the post! You are strongly encouraged to share snippets of videos or photos of your lesson too.

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Shared by: _______________
A-Z aspect: _______________
Preferred mode of sharing: Email / Contact Time / Learning Fest (Choose 1)

1. Level & Stream:
2. Duration of Lesson:
3. Topic:
4. Objectives (Success Criteria):

5. Strategy: Indicate Teaching/ Learning strategies that will be used for your teaching.

[A] Activate Learning
- How will students’ focus and interest be oriented towards the learning objectives?

[B] Promote Thinking and Discussion
- How will the students think about ideas & concepts?
- What skills and processes will students perform?
- How will students build on their current understanding?

[C] Facilitate Demonstration of Learning
- How will students demonstrate their understanding and new learning?

[D] Monitor and Provide Feedback
- How can students’ learning be advanced?

*Not necessary to have all 4 elements of Active Learning in a single lesson. Identify only key elements that will be done during the lesson.

6. Resources: You may consider sharing links to the resources that you made or links to the websites/apps that you used.

7. Reflection: How does your idea promote SDL in students?