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Question: ​

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What is one actionable step you can take to implement the CAR framework and ensure your next lesson plan's assignments are both purposeful and meaningful for your diverse learners?​

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Using Padlet to Elicit Student Views on SS Dynamic Content - Budget 2024

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Using Padlet to Elicit Student Views on SS Dynamic Content - Budget 2024

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Used MagicSchool AI to generate differentiated quizzes (HA MA LA) for the same topic by tweaking the level of difficulty by interacting with the Chatbot

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1. What is DI to you?

DI is providing differing tasks to students of differing abilities within the same class

2. How is your DI journey so far?

Can be better and wish I can do it more often

3. What are challenges you face in adopting DI in your classroom?

Due to standardisation testing, I must make sure all up to speed and am worried if I DI too much, I may shortchange some

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Use of AFL and metacognition

Use of AFL to help students understand their learning gaps and how to address them.

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questions for reflection

1. What is DI to you?

(Consider specific examples from your own teaching experience or observations to illustrate your understanding of differentiated instruction.)

DI is layering scaffolds. I consider the highest layer adequate for the class I am teaching and what layers of scaffold needed for the different students in the class.

2. How is your DI journey so far?

(Share the frequency of adopting DI in your classroom and its

impact on student engagement and learning outcomes.)

Tough. Not often as I wish.

3. What are challenges you face in adopting DI in your classroom?

(Share the constraints and difficulties you face, or areas for growth in carrying out differentiated instruction in the classroom.)

Assessment in Humanities involved many different critical thinking skills and often I find it difficult to scale down for students. Hence all must achieve the learning outcomes. By scaling down, I am concerned that I might short changed my students.

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1. What is DI to you?

Lessons tailored to cater for different strengths and learning styles.

2. How is your DI journey so far?

I've used it for Sec2NA Geography. Students are to create lesson summary notes. They can write in text or draw cartoons on the water pollution. I noticed that one student who often seemed lost during lesson became very engaged in drawing his cartoon. I used that as an opportunity to touch base with his mother on my positive observations in class. He was much more receptive during Geography lessons after that.

3. What are challenges you faced in adopting DI in your classroom?

Students took some time to decide which format they would like to adopt. They were not confident and used to making their own choices. I also needed time for them to process what they had learnt and create their own lesson summary notes.

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Padlet map for sec 2s geography - understand how land is planned and used in Singapore, and how amenities are found in close proximity to housing developments

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1. DI is differentiated instruction - can be DI through product or processes. DI will help students by helping them learn according to their own pace and difficulty level. This also allows faster learners to be stretched and learn at a deeper level.

2. I use DI more so for my upper secondary classes rather than lower secondary. This is because for Sec1/2 History, i only see them once a week (at most twice) and this inhibits activities that is carried out in class. I still adopt ways of DI, like incorporating stretch questions in their notes, and adding in more thought provoking questions in their lesson. For upper sec, I engage in DI by playing around with technological affordances and also taking note of student's competencies when assigning group work/ class work.

3. Lack of time, in class, and outside the classroom - developing the resources.

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End of Japanese Occupation and Concept of Genocide  

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End of Japanese Occupation and Concept of Genocide  

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Teaching the concept of Japanese war crimes and Japanese wartime genocide actions with linking it to the modern day case studies of Palestine and Rohingya. Students build a moral empathy for the victims. They also learn that history can and will repeat itself if we fail to learn from lessons of the past

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Padlet map was used as an ICT tool for students to research on the various types of tourism experiences, and to find their own place-specific case studies about it.

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Use of AI to further enhance learning and understanding of content taught.

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Use of AI to further enhance learning and understanding of content taught.

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Use of ChatGPT to provide constructive feedback for improvement. Use of SchoolAI to check for understanding.

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1. What is DI to you?

(Consider specific examples from your own teaching experience or observations to illustrate your understanding of differentiated instruction.)

2. How is your DI journey so far?

(Share the frequency of adopting DI in your classroom and its

impact on student engagement and learning outcomes.)

3. What are challenges you face in adopting DI in your classroom?

(Share the constraints and difficulties you face, or areas for growth in carrying out differentiated instruction in the classroom.)

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Howard's Classpointed Check-ins 1 - Building the Game-show experience for your students in class....

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Howard's Classpointed Check-ins 1 - Building the Game-show experience for your students in class....

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Hello all,

Just wanted to share my experiences with Classpoint, an interactive software similar to Peardeck but designed for Microsoft Powerpoint.

Most of you here probably have heard of, or read, the Harry Potter novels and the points system competition between the houses of Slytherin, Gryffindor, Hufflepuff and Ravenclaw in Hogwarts....what if you can bring it to the classroom for your individual students? With the stars system, you can do so! Here's a little clip to show you how to award stars!

(Before that - you've got to install classpoint, and set up your classes in classpoint first. It's really easy - check in with me if you are interested!)

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How to Award Stars in ClassPoint [ ClassPoint Tutorial ]

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Did you Know....about the power of Padlet contained in Chrome?

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Did you Know....about the power of Padlet contained in Chrome?

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Padlet can be installed as an extension in chrome - and with the use of the Chrome extension, you can even make your own screen recordings with voice narration! Check it out! (Click on the hyperlink to access the Chrome Extension page!)

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Collect and bookmark the best of web for yourself or with friends.

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One possible practice is to ask my students to lay the PLD flat on the table with the screen facing up - this allows them to continue the use of device within the classroom while allowing us to see their screens.

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lesson running routines and class running routines are important to enable students to be prepared for lessons.

e.g. standing in front of the classroom to wait for students to take out their materials on the table. After greetings, students without the relevant materials will remain standing. They will only be seated after answering questions in class.

e.g. EL students to create a sentence using a chosen vocabulary before class starts. Quick way to check attendance and understand which students are not paying attention.

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Introduce the issue of water pollution along the Citarum River in Indonesia to expose students to the challenges that people in other countries face to develop empathy. e.g. how would you feel if you lived here? Despite the negative health impacts, why do you think the residents still decide to stay here?

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seamless integration of skills into content teaching

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seamless integration of skills into content teaching

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Students lacked the awareness and vocabulary to describe the roles different parties play in social issues. A general 'role-map' could be designed with and by students so that they gained the knowledge of the instrumental role different parties are expected to play and the verbs used to describe them. Eg the role govt plays include incentivise, educate, legislate, enforce...

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Sometimes the simple tools are just as effective. Google Doc for students to record findings in their research may be better than using tools like padlet which can be difficult to read.

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Enjoyed Grace's lesson where she infused CCE values when she was teaching students about Nazi Germany. Liked the way she linked the idea of Respect with Jews were targeted by the Nazis.

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Keep:
- Skills guidebook by Chings helped to standardize language and approach for SBQ skills across cohort
- Starting revision early (immediately after June holidays) helped to ground students in writing and source analysis

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Inspired by Iryantee, this game would be good for parts of the chapter where students need to be familiar with discipline-based key terms.

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Many thanks to colleagues who shared about discussion-based lessons that they conducted to teach SS concepts! It has been really insightful to see how to build joy of learning through authentic learning experiences (such as Jing Kang's Chapter 6 lesson that used relatable examples catering to different student interests, like Nasi Lemak burger and Singapore medley) and engage students in class-wide and small-group discussions. Linking this reflection to ICT tools, I like the use of Padlet as it allows students to read their classmates' answers and learn more in the same window of time (as compared to the teacher verbally sharing good answers and feedback)!

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Using the current economic situation in Singapore to relate to students. The Sec 2 students will be able to reflect on the importance of affordable housing and transport.

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Thinking of ways leverage on students to teach one another. Am trying out a strategy now to get students in pairs, to be an expert on 1 factor. Less daunting than being an individual expert. If they have any other questions, they can ask each other. The pairing is also intentionally structured to have one higher readiness and lower readiness student. Then they will take turns to teach each other after they distill the important points (e.g. definition, process and example). Each pair will post on Padlet.

As the groups are teaching one another, they will fill in a mindmap. Teacher can jump in at anytime if there are any misconceptions.

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It's usually something that I try to place at the end of the lesson, but it might be more effective if it is done throughout the lesson. This might require more intentionality in planning out questions and values that students should engage in.

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In delivering content lessons, I was more intentional in facilitating students' appreciation of values, specifically on responding to security threats brought about by globalisation in a sensible manner. Using the case study of Singapore banning entry to the Indonesian preacher who holds extremist views, I got students to see the importance of being sensible and rationale in responding to external threats.

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Gamifying lessons for 2NA students to learn important geographical concepts before dwelling into content to pique students' interest.

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Ethel and the Geog team - thank you for sharing about how we need to protect our water sources and the destruction of our rainforests. They may be teaching from the syllabus, but these are important messages that our students need to hear, so that they can understand their impact on the world they live in

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Good to see that ICT tools are used intentionally to support T&L. Whether it is ICT-enabled or ICT-assisted, the main priority is to ensure students learn.

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Making use of padlet to facilitate sharing and ensuring that students have something tangible that they can take away from the lesson. Serves as a good 'home base' for them to engage in a more guided discussion.

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Use of all in one packages which allow for students to have access to materials and exercises so they can learn at their own pace (Differentiation at student dictated pace)

Try this:

https://view.genial.ly/62e1cccb792ab200118a9b69

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Great to see the lessons JK did for Exp and NA students for the same topic. Much thoughts went in to design lessons that are suited for different profiles of students. NA students would need more structure and Exp students would benefit from more conversations and cooperative learning.

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Have tried to get into the habit of being more intentional about my lessons. Instead of waiting for questions to naturally pop up during class, I've been planning questions to ask and setting aside time during the lesson enactment (in the slides or on padlet) to ensure that students are engaged in the learning. This helps facilitate afl and maintain class engagement.

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Thank you JK for the sharing on how you plan and guide your students in their learning through your very well thought out slides and worksheets!!

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Was thinking up an IBL lesson for students and decided to use Home-Expert Group strategy. Something different from the usual peardeck lesson. It was refreshing to see students engaged in discovering insights, discussing among themselves and arriving at conclusion. It was rewarding to see them own their learnng.

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Proficiency in the use of ICT tools is high among Hums trs. Trs are able to toggle between different platforms to bring about effective learning experience for the students. Kudos to the Hums trs

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Students having their own personal devises enables for teacher to be more adventorous in exploring different platforms

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There was good reflection among teachers about the need to understand their students profile and engage them in learning. This is especially so for the NA students.

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Uplifting students
NA students tend to doubt themselvevs in their academic achievements. When they experience success, it is worth celebrating. All they need is for teachers to recognise the improvement and give them a pat on their back. I like what Audrey did after WA 1 where Sec 4 NA students were asked to set milestone targets.

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Use of place-specific case studies and story-telling (doesn't have to be the teacher's story, could be a blogger or an interview) to expose students to how people in other parts of the world live, and to develop a sense of empathy towards others.

examples: case study of residents living in Smokey mountain when teaching the topic of housing, the attitudes of residents living there

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Linking real life case study to the syllabus allows students to better understand the concepts and abstracts of POA. From there, it is also rather seamless in getting students to discuss and share their perspectives on the case studies or financial reports and evaluate if the parties involved have observed integrity and the accounting rules, policies.

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I used Pear Deck for the first time this week! It went quite well, and the pace of the lesson was ok. But I think Pear Deck can be better utilised for sharing of shorter answers that can be tapped on for class discussions. This will be good for teaching concepts and building students' understanding and opinions on current affairs.

I also tried to teach a lesson using a game. It was interesting, but a little too complex for the students as there were quite a number of variables in game conditions. So I may use another activity on SLS that would be simpler and can still drive across the same learning objectives.

I appreciate the help and advice given by many colleagues, and the opportunities to observe how ICT-enabled lessons are conducted in my co-teachers' classes :)

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Dear all - check all genial.ly. Sign up for a free account.

In a nutshell - genial.ly allows you to transform your powerpoint presentations into interactive learning experiences, and gamified learning environments!

From Howard Tan

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Altnernative primary sources (where relevant) - Tiktoks can provide effective 1 min summaries of concepts (e.g. US healthcare) and be used to engage students

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Most topics allow for an easy infusion of values in history.

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use of Padlet to facilitate groupwork discussions and engage students
Wordwall - gamify concepts and help students to revise content in an interactive format

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YP: Use of Peardeck to promote engagement

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YP: Use of Peardeck to promote engagement

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- Helps the 3N students be more focused on the lesson
- Generate curiosity and buzz (e.g. guess the global rankings for the world's least corrupt countries)
- Students are curious to find out what their peers are thinking when their responses are flashed on the screen
- Students' responses who were selected were more engaged and motivated to learn (a form of affirmation for their thoughts/personal opinions)

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How to make DI palatable within the classroom?

Serve it as a 2 course popiah dish. Let the skin be the same (ie. let all students have a common set of baseline resources), then throw in quietly the additional fillings (ie. additional resources which are differentiated by ability level or by readiness. )This ensures students will stay on task without feeling the stigma of possible perceptions from ability-based differentiation.

Bon Appetit

By Howard

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Quick check of understanding using quizzes made by Google Forms, Quizziz and even through SLS are convenient tools to help in our teaching. It is a more effective measure than just asking if the kids understand or not :)

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linking values to case studies in SS (e.g. good leadership, responsible use of social media, respect for others) for the Raeesah Khan/ ensuring justice discussions, so that students realise that their words and actions have consequences and impacts (on themselves and others)

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(EC)
Focused on responsible use of water which ties in well with water sustainability. Studied case studies on water conservation and managements and these studies touched on social responsibility and people's resilience.

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- Thank you Chings (best ICT rep ever) for making useful Google sheet marksheets that provide insight into results and assist with analysis
- The rest of the department has learnt from his knowledge and have done the same for their respective level marksheets

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To reinforce learning, one can use google forms to create escape rooms for students, such that they can self-assess what they have learnt in a fun, interactive manner.

By Howard Tan

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Above, meeting or under expectations. A reflective question to ask kids to let them realise that they are the ones in control of their learning.

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- Encouraging to see that more teachers are familiar with Peardeck
- It promotes student engagement and is helpful for 'hearing' all voices of the classroom