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Great presentation.. Love the idea of using DI in inquiry!

1) What is the profile of students in the classes where the DI was conducted?

2) How much classroom time was dedicated to the planning, execution and presentation of results by the students?

3) Was this DI activity reflected in the SOW (i.e. time carved out specifically for this activity to provide space for teachers to conduct the project?)

4) Was this a form of replacement of activities from the activity book, or was it an additional activity?

Thank you!

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For Prof Lee
What kind of assessment data is useful in informing teachers on Differentiated Instruction?

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For XYZ School
What data did you use to inform you of the grouping of students?

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Please correct me if I am wrong, but isn't the relationship between friction, mass and surface area out of the primary syllabus? Or is it alright for us to stretch the students for the purpose of testing the effectiveness of the concept cartoon?

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Thank you for your rich sharing. Where do you get your source of ideas and resources for these interventions?

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I like the idea of scaffolding each step of the procedures with questions I watched in the video (timestamp 7:19). I am asking for advice rather than a question: for germination, the procedure is quite standardised, but if I apply this to another experiment that can vary in methods (e.g. find the mass of floating object in P4) , how can I ensure the questions do not become restrictive and allow for the variation?

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In my experience, boys tend to do better than girls in academic performance. Are there studies conducted to find out why? How can we narrow the gap? Thank you. Regards, Yeoh Y K

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Thanks for sharing with us the use of ICT to collate on-going FA from the students to design DI lesson for Science. I like using the concept map to elicit student's responses on their understanding of the concept.

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Thanks for the video. Are there instances when the students who were only "guided inquiry ready" select to do "self directed inquiry" (at 3:43 of video)? How would you address the issue if there is such
a mismatch?

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In the review, the presenters suggested using confidence level. How would this help with the analysis?

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The approach taken seems feasible in other topics. Since students are generally shy to take up the skit option. would the school consider designing other task to replace skit?

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Could you elaborate on how you identify the levels of progression?
Please elaborate also on Practice Phase of the assessment design cycle
In assessment, the what's next (which could involved DI) after eliciting information is important. What is your suggestion based on your existing findings?

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The result shows big improvement in students' understanding (7:08 in video) but at the same time also shows the difficulty to change a large group of students' ideas of temperature and heat. Is there plan to address this?

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Thanks. This is a meaningful project. My question is: There is always a possibility of guessing in MCQ. Are there alternative measures/extension exercises to address this?

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How would you plan intervention if it involves investigation? Do you have examples of such interventions? If not, could you just share your thoughts

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Thank you for the sharing. I would like to clarify the followings:
1. How long is the DI lesson?
2. Would it be better if the teacher provides a few objects (not discussed in class before) for students to work on as it enables the teacher to identify students who understand the concept well?
3. Given the limited number of periods for Science, how long does it takes to plan and implement a DI lesson like this?
4. Is this lesson included in the SOW as an additional activity or a form of replacement?

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Thank you for sharing. Just a question on your grouping. I notice the grouping was based on information from previous work done by students. How would you re-evaluate if this grouping would still apply in subsequent tasks?

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Presentation was very clear and handy for intervention purposes for any type of learners.
Am assuming it is meant for learners of all types. please correct me if i have understood incorrectly.
Thank you once again.

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Great sharing! Just curious, what were the considerations for using prawns to show the concept of (more volume at same temperature --> more heat)? Other possible objects that can be used are egg yolks (colourless --> white) and ice cubes (visible ice cube --> liquid water). Is one of the advantages of the prawn that the grey to red colour change is more visible?