# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

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Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

# data[].attributes.body
Instructions:
In your department padlets:
(1) Post a picture of one of your engaging lesson with a caption OR
(2) describe one of your engaging lesson

This lesson could be a past lesson or one that you are conducting by 29 Apr

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What are the factors that influence student engagement?

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This is a lesson for 2G1 on rate - students were tasked to type out lyrics of the song - Count on Me and then to calculate the rate of typing for themselves and team members.

Students were really engaged and tried the activity multiple times so that they can be both fast and accurate.

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Science Lesson on Chapter 5: Ray model of light. Brought S1G2 students to the open area with a big wall of mirrors (lvl 4) to show them characteristics of plane mirrors using their bodies to learn about the mirrors and how images are formed. Would be even better if we have full length convex and concave mirrors!

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1G3 Science Separation Techniques - Flipped Classroom

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1G3 Science Separation Techniques - Flipped Classroom

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In Term 1, I divided the class into 6 groups. Each group was provided a separation technique (e.g. filtration, magnetic separation). They were given a list of guiding questions, and were tasked to do their own research and present their findings in a PowerPoint presentation (template and scaffolding provided). They tend took turns presenting and teaching their own classmates. Total duration 2 weeks.

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Using games to increase student engagement and assess understanding of content

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Students had to answer questions related to the chapter via a game. They were more engaged than the usual quiz-based kahoot/quizizz

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Padlet group work on study all sources question + peer critique (using success criteria)

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Students were serious in discussing their answers because their group's answer (and names) were shown on padlet and another group had to give feedback on their answer using success criteria.

The feedback form had to be uploaded as well.

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An engaged lesson is when the students feel invested enough to use their rest time to discuss strategies and regroup their ideas in the midst of a game. In this photo, the team with the green belts are trailing by quite a bit and yet are motivated still, to continue discussing and strategizing. What is even more encouraging is that the referees have joined them to give ideas and opinions even though they are from another team. 

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Role-play discussions where students are tasked to take on a specific role and provide perspectives to an issue.

After the discussion, one representative from each group (role) will stay on to present their views to other visiting groups.

Other groups will write their feedback on post-its for the presenting group to collate later.

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Students engaging in group project and teacher as facilitator.

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From Stovetops to Smart Tech (Activity Based Lesson) (Nur)

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From Stovetops to Smart Tech (Activity Based Lesson) (Nur)

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This is a lesson of Sec 1 mixed ability class of G1, G2, G3 students. Students were tasked to cook stir fried noodles using the stovetop as well as gain exposure in using the thermomix manual mode.

They enjoyed the innovative features of the Thermomix for peeling & chopping garlic and reverse cooking mode with temperature control while stir frying the noodles. Through collaboration, communication and problem-solving, students were engaged in the hands-on learning activity.

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The use of SLS to facilitate the learning and application of SBQ.

Use of thinking routines to dissect sources

Use of ShortAns feedback assistant to help students sense make the answers.

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Think of a lesson that you will be carrying out in the coming weeks.

What strategies will you use to increase student engagement?

Do leave your names, as this information would be helpful for our next sharing.

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In this mouth-watering lesson, students started with an online puzzle-pancake trigger activity. (Stack Me Up)

They paired up to create a mock-up of their dream pancakes using materials (using recycled materials and printed images of fruits) provided by the teacher.

But that's not all - they then brought their creations to life by making the batter from scratch and adding their favorite fruits as toppings! Bringing their dream pancakes to life!

This interactive and hands-on activity was the perfect way to engage our young learners, combining problem-solving, creativity, and culinary skills.

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In this lesson, the students are planning their gymnastics routine. When students are engaged, they take pride in their work and contribute in different ways, making use of each others’ strengths. Clear instructions also must be given so that everyone knows their roles and responsibilities.

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My 3G2 students were totally absorbed by a boardgame on Sustainbility in Singapore! Sustainability is their sec3 Geography topic. After learning the theoretical part, they learn about how this is carried out in Singapore by playing this game. Although it is a simple snake and ladder game, they were playing it happily. Nobody was sleepy or drifting away! This is better than talk and chalk.

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An engaged lesson is one where all the students are involved.

Students work in groups on improving team play which includes individual skills.

Students learnt to be “teachers” by helping their teammates to improve their individual skills by giving feedback. All players are empowered to give timely feedback during game play. Team cheers were created by teams for motivation.

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Nataile: Oral practice on SLS: I went through the lesson first before letting the students log in to revisit the slides that were used. They then completed the questions individually, specifically writing a paragraph using PEEL.

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Rachael: When teaching PACC for writing, I gave the students authentic scenarios to act out where they had to apply their skills to address PACC e.g. persuade your parents to bring you overseas for holiday. Based on how and what the students said, I picked out word choice, language features, tone, etc. that showed how PACC came into play in possible real life situations. After which, students planned for their SW with more awareness of the PACC, and hopefully with a deeper understanding of how PACC can be applied not just in a SW task.

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Sec 1 is tasked to create a gift for a partner using clay as a medium this semester. They are paired up based on their interest. They enjoyed interviewing each other about their hobbies and interests. From there, they have gone through a process of creating designs based on their friends' names and eventually incorporated the design into the clay gift. (Fiona Chiu)

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Sec 2 Alternative Assessment Project - Justina Foo

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Sec 2 Alternative Assessment Project - Justina Foo

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After teaching and going through the necessary skills the students needed for this unit, the students were given time to work on their chosen stimulus article. As students had a choice to select a topic they are passionate about (Tech-social media, Society-Stressed teens, Health and Fitness-Fitness Trackers and health, Food Choices-Childhood obesity), they were more involved in sharing their message behind these issues to the different platforms. Students were engaged in crafting their response, and having the opportunity to check in with the teacher for feedback immediately they were motivated to improve their writing.

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There was a recent summary writing skills lesson where students got to be examiners for the day. Students were told that they would 'roleplay' as teachers for the lesson and everyone was addressed by their last names (Ms. ___). The main objective however, was for them to familiarise with the demands of summary writing and to debunk certain common misconceptions about summary writing. Students marked a few samples, all carefully embedded with common mistakes that they make, and there was a debrief at the end of the lesson to consolidate learning points.

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An engaged lesson is when, within the context of the class, students are given the opportunity and responsibility to assist their friends who are struggling. The value of this is two-fold, firstly, the more adept are motivated to help others when they see their efforts contributing to someone else's growth. Secondly, the less adept learn to be grateful for their friends and get to experience the fulfillment and satisfaction of growth and self-belief. This would lead to more positive attitude towards their peers and the subject area.

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For the Sec 2s, we were doing a comprehension practice. I had the students do a few questions ar at time, then got them to discuss/ compare their answers amongst themselves. They are told to explain or justify if their answers differ from the other. This is to get them to use discussion skills to evaluate their answers. It also helps them to monitor the kind of questions they can handle n the ones they need more practice at. I believe this is one way to get students to be better engaged in their learning.

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Sls lesson on Direct Proportion for sec 2G3

Lesson included videos, then some questions to check understanding and then geogebra to draw graphs to see the direct proportion graph and the characteristics of the graph.

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They spend the lesson recapping on hydrocarbons by themselves. Rather than the teacher doing it with them. They also started clarifying things they didn't understand as they did up their mindmap.

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In order to teach the kids inference, I decided to use a mystery instead of the regular comprehension text. I pasted clues on the pillars along the first floor for the kids to refer to. It was an engaging lesson as the class was walking around and comparing the notes they had taken with one another. At the end of the lesson, we returned to class to have a look at the different inferences the groups had made.

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Focused in doing research for AA group project during the first discussion in class.

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It may not be a typical lesson but the way students discussed on division of work & doing research for AA project amaze me. I like procedures, hence I started off with PPT slide handouts & a printed calendar for them to plan their schedules. (Begin with an end in mind) To make it a formality, I issued clappers to each group to make it fun. Then leaders need to key in their group members' names in SLS AA project Assignment. Henceforth, they will update their draft, group project, individual project & peer evaluation in SLS till the completion of AA. Hope my sharing is useful!😅 Yian Leng

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Using Classpoint, I am able to get students involvement in responding to the question and very quickly address any misconceptions or errors on presentation of answers in the classroom. A usually very dry lesson to go through comprehension answers, where there is just one-way communication, having a interactive tool like Classpoint, I am able to very quickly sieve out the common errors to address in class. Immediate feedback.

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Students doing outdoor cooking in groups

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Sec 3 OE lessons were designed with the intent of preparing them with necessary skills that they will need for OBS.

For the outdoor cooking component, they are given time to plan and choose to select their own food that their group wants to cook. They had to cater to each others needs, skill level in cooking, confidence in managing the fire l, budget etc.

We then order what they put down from NTUC online and they carry out the cooking. They love it that they could choose their own meal and that everyone has a role to play: chef, food preparation, fire manager, safety Ic

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An engaged lesson is when everyone is enjoying the game itself; making use of the skills and theories learnt and watching videos on how the game is played. There is communication and active participation and most importantly, fun.

Cheering team members on when they are batting well or encouraging them when they just missed catching the ball can be seen as they understand the game play better.

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Design with Thinking Skills and Design with Manipulating Skills.

(Sandy)

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Sec 3 starts by designing their own pencil holder on paper. After consultation with the teachers, they modify their designs. The final prototype was completed using only one piece of wood through four practical lessons.

Subsequently, they put their lighting circuit on the pencil holder after they were taught the electronic theory.

The objectives are to Design with Thinking Skills and Design with Manipulating Skills.

(Sandy)

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This lesson took place last year when I introduced "The Crucible" to the Pure Lit students. I wanted them to have a taste of the hysteria and mayhem in the play, and got them to play a social deduction game ("Two rooms and a Boom") in the blackbox.

The space was split into 2 areas and basically they had to prevent the 'bomber' from being in the same room as the 'president'. The roles are hidden from the students and they had to speak to each other to receive information.

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In this photo, the Sec 2s are in their WA groups discussing on what needs to be improved after rehearsing together. They were also practising their singing together. The students were able to choose their own instruments, song as well as their group members. Students refer to videos to learn: bit.ly/sacaesthetics

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Recently, we brought the DEP girls to watch "Falling" by Pangedomium. In the next lesson, I allocated some time for the Sec 3s to share about their experience watching the play.

I felt it was an engaging lesson because some of the students went beyond talking about the play and shared their personal experiences. It was a heartfelt and sincere session, and I could tell everyone in the room was attentively listening to each other. I guess what made it engaging was also due to the presence of vulnerability and authenticity, which fostered a sense of community and shared experience.

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Sec 2 students gathered and looked at all their classmates' spontaneous drawings.

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Individually, each students will observe and explore the spaces in school and draw parts of the spaces using pen. They then combine their drawings together as a class to see the collective artwork.

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Using Thermomix for Applied Module (Michelle)

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Using Thermomix for Applied Module (Michelle)

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Students had the opportunity to familiarize themselves with the Thermomix for making fried noodles as a component of the Applied Module. By incorporating this contemporary cooking appliance, students can grasp the advancements of technology extending into culinary practices. This demonstration not only sparked their interest in cooking but also served as motivation for their involvement in the Applied Module.

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Students were put into friendship groups and chose their own song to perform. Most students were happy and were motivated to learn their song.

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In this lesson, the Sec 1s were engaged in playing the bassline on the keyboard, after learning the notes on the keyboard. By following the video tutorial, they could play the bass guitar part, while I could walk around to check on their accuracy & do AfL too.

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Students presented their scenes from different parts of the dance studio. Audience wrote down their critique into their journal and rich and fruitful discussion was generated after each performance. Students were focused on crafting their evaluation of each others pieces and the movement from one spot of the studio to another ensured that the students were not getting bored or becoming listless.

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I use classpoint stars award system to motivate students in class participation and also reward good, insightful answers. At the end of each term, I will tabulate the stars and reward to top scorers. Its really interesting to see how the students will strive to give good answers in this reward system and are eager to participate in class interactive quizzes.

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Quick quiz to check understanding in lesson with whiteboard/PLD. (Annie)

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Quick quiz to check understanding in lesson with whiteboard/PLD. (Annie)

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I find this still to be the most effective and efficient assessment of students' learning in class. For the studnts who still get wrong, they had to remain standind and try to solve the remaining qns before thay gain permissiom to sit.

If time permits, I gave Kahoot or Quizziz assessment. Top stdnt get a present.

I tried that for assigned homework as well. The stdnts were energised when I start lesson by giving rewards to those who did well.

A different approach instead of reprimandiing those who didn't do as well or didn't complete the quiz.

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Literature lesson: Students had to take on the role of a ‘Cambridge Marker’ and evaluate PEEL paragraphs (Modified from students’ work)

They were required to point out the common errors made (E.g. link between evidence and explanation is not clear) and explain how the paragraphs could be improved in terms of structure and content.

This exercise helped them to reflect on their own writing practices (Metacognition) and have a greater understanding of their own areas for growth.

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In this lesson on teaching a new Unseen Poem, my Sec 3 Pure Lit students were made to access the poem using interactive cards given to Literature teachers designed by the Literature unit. Each group had a card with a question they had to answer on it. The question included things like "Create an image that would represent the themes in the text and explain it" and "Choose a striking or unusual word in the text. What are the possible meanings this word can have." As the questions were different and very open, the students were engaged, ready to share their responses. They even used AI to create their images of what was described in the poem.

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Got the class to pick a song they wanted to listen to, PG of course, we watched it, sang along, then i paused it and asked them to pretend to be a music director describing the setting he was looking for. I repeated the process by pausing at one of the singers, and got them to describe the person. Typed out the responses and asked them to copy down 5 to 6 phrases they could see themselves using.

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Make learning Chinese a bit more interesting using PLD

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Using SLS ITT to learn Chinese spelling 

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Using SLS ITT to learn Chinese spelling 

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Make learning Chinese a bit more interesting by getting them to practise writing, drawing (reading aloud & comment in future) all under one roof -- SLS ITT. Our students like to doodle, this activity keeps them engaged, engrossed in writing & get to share their work with classmates. Yian Leng

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After completing the AA projects, the students were required to share their experience and learning points as a group and individual. All students were engaged while their friends were doing the presentation. Most of them shared their true feelings and what they would like to improve on if there is another AA project. Students also gave feedback to the AA project of other groups. It was a fruitful lesson.

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Used for comprehension corrections. Students share edited answers for comprehension on the board. Peers give comments or reactions for their friends’ answers.

Answers are anonymous - helps student participation

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Literature lesson

After going through text, i give students leading questions on padlet which they need to respond to. All students need to respond, they can see each others comments and learn from each other. It gives a voice to stufents who would otherwise remain quiet and makes their thinking visible so that misconceptions can be corrected.

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Expressing thoughts and feelings - use of role play

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Expressing thoughts and feelings - use of role play

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Students were grouped and given a variety of situations to role-play. They had to discuss the feelings they would feel in their given situation and how they would portray the given feelings through their actions. While each group acted out their situations, the other groups had to notice and note down the feelings expressed and how they were expressed. During the consolidation segment, attention was drawn to the various strategies groups used to portray the given emotions authentically. - Amos

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Hon Meng - Mathematics in Practical Situation (2G1)

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Hon Meng - Mathematics in Practical Situation (2G1)

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Students did a practice on Simple Interest and Distance/Speed/Time using the Draw and MCQ features on Decktoys. At the end, they had to retrieve 3 treasure keys along the way to unlock the last task to do the Exit ticket. They were engaged and on task while answering the questions using their PLDs.

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Pair-share approach in solving maths problem (Faisal)

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Pair-share approach in solving maths problem (Faisal)

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I find that letting the students use the pair share approach to solve more complex math questions is beneficial. Sometimes, students prefer to discuss with each other rather than ask the teacher directly, due to fear of appearing incompetent among their peers.

Hence, using this collaborative learning strategy, where students work together in pairs to discuss and solve math problems, allows the students to generate discussions. Often, this will lead them to asking me questions, especially when they both cannot solve or find the answers.

I have found that this approach gives the students more confidence in airing their difficulties when they realize that they are not the only ones struggling with a particular question. It gives the students the opportunity to deepen their understanding and be more engaged in the learning process.

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Gamification and Team Activity in SLS to Enhance Groupwork (Rion)

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Gamification and Team Activity in SLS to Enhance Groupwork (Rion)

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I tapped in the features in SLS to get the students to work in pairs for a lesson where the content has been taught previously in Primary Schools. This is a 1G3 lesson that I conducted last year. The intent is to have a quick recap and at the same time, provide opportunities for students to work collaboratively to complete the tasks in SLS. The Team Activity feature enables SLS to be used as a Collaborative Digital Space for students to work in groups and have only one student submitting the work. It will be reflected in all students SLS accounts and also who submitted on behalf of the team.

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Sharing and workshop by Drama Graduates 

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I have invited the seniors who had graduated to come back to share about their own drama

Journey with the Sec 3 drama students and work with them on the devising process. Students are very engaged as they hear about their seniors’ journey as it’s relevant to them. They also learnt strategies from them and are actively engaged in the sharing and learning.

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Using IPad to engage learners interest. An app, Active Arcade was used.

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Factors that influence student engagement

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Factors that influence student engagement

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1) Relevance to lIfe

2) Collaborative & individual learning styles

3)Learning styles through 5 senses

4) Use of ICT

5) Interest

6) Readiness

7) Environment

8)Joy of achievements

9) Peer influence

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2: Factors that influence Student Engagement

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2: Factors that influence Student Engagement

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1) Joy of Learning - fun, novel, cognitive challenge

2) Understand the Rationale

3) Team Dynamics (grouping)

4) Current Emotional Readiness

5) Teacher's Rapport -> tone, mood,

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Factors that influence student engagement

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Factors that influence student engagement

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1. Lesson timing - after PE, after/before recess, late afternoon lesson

2. TSR - study better when they like you!

3. Equiptment - PLD (fully charged? ready to engage in online learning)

4. Opening of lesson - start with a quiz/video to increase energy levels

5. Time allocated / difficulty has to be pegged to students' ability and readiness

6. Clear learning objectives communicated from the onset

7. Autonomy and choice to select mode of submissions

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Factors that influence Student Engagement

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Factors that influence Student Engagement

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1. Interest in the subject

2. Emotional/physical state of student

3. Readiness level

4. Difficulty level of the task

5. Environment

6. Rapport with the teacher

7. Learning/teaching style of the students

8. Timing of the lessons

9. Group work (Members)

10. Past experience with the subject

11. Technology

12. Intrinsic and extrinsic motivation

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Factors that influence student engagement

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Factors that influence student engagement

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Factors that influence student engagement

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Factors that influence student engagement

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Students' interest and preference

Rapport and trust with teacher

Physical environment, including time (early vs late) and place (layout, comfort)

Nature of activities (e.g. if they are new experiences, if they are involved, active learning, sufficient level of challenge)

Familiarity of content and scaffolding, sufficient prior knowledge

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1. Readiness

2. Accessibility of tasks

3. Prior Knowledge/ Experience

4. Teacher's planning

5. Environment (e.g temperature of classroom)

6. Interest level towards topic

7. Time to complete and appreciate tasks

8. Peer relationships

9. Mode of learning (any "novelty" and variety of tasks)

10. Relevancy

11. Sense of ownership - have a choice and voice (DI)

12. Nature of subject ie examinable vs non-examinable

13. Student-teacher rapport (complementary personalities)

14. Time of the lesson

15. Class demographics

16. Treats (izwah's lollipops)

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How prepared they are for the lesson

Physical environment

Must be an authentic task that they see the value in

TSR - emotional connection with the teacher and being sensitive to their needs/ well-being

Their schema - prior knowledge going into the task assigned

Giving them time to talk constructively about their learning - discussions

Having clear objectives - what is the skill that they are supposed to learn for the lesson

Giving students tasks that are scaffolded and not overly ambitious

To see how what they learn has real-life applications (to give purpose to their learning)

Accessibility to the topic/ subject matter

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Factors that influence student engagement

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Factors that influence student engagement

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Weather

Relevance

Relatability

Having a stake in the activity / ownership

Baggage from outside the classroom

Amount of pre-planning and prep work

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Interest

Readiness [emotional and physical]

Resources [hands on activities, relevance, authenticity, etc]

Time of the day

TSR

Learning

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We created a poa picture snap game. Cards had pictures n key word/phrase that describes accounting terms that new poa students need to understand to apply in learning all poa topics. In grps of 5 or 6 they enjoyed the excitement of winning n challenging their friends for snapping wrongly as they would claim the cards. There wà happy noise and laughter n they were engaged in learning new knowledge. It also reinforced what they learnt in the classroom. Teacher walks round to ensure game is played n clarified any questions that may arise. I could see that students were totally engaged.

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1. Use of Thinking Routines

2. Use of blended learning

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Using SLS and role playing as part of increasing student engagement.

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I can use the Digestion lesson shared by Dr Yap when i cover the digestion parts. I can use the concept of diseases related to alimentary canal.

1) What will happen to the meals requirement for patients who suffer from the diseases?

Further exploration - medical advances related to treatment for the certain diseases.

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Drama Lesson- Peer assessment & feedback:
Get students to watch each other’s performance & provide feedback on how their peers can improve on their performance. The students will be paired up and they have to provide feedback to help their peers improve on their performance.

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Lesson in the coming weeks: Congruency and Similarity

Strategies:

1) Use of SLS Team Activity and gamification feature.

2) Use PERMAH as a guide to plan the lesson.

3) Bear in mind the BEC (Behaviour, Emotions, Congnitive) when conducting the lesson.

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begin with groupwork - collaborative learning to analyse sources. use scaffold/success criteria for self-evaluation.

peer evaluation - evaluate other groups' answers and give feedback

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objective: to make students thinking visible

To clarify students understanding of text

Activity

1. Hot seating

2. Students to take on the role of different characters in the play

3. Rest of class can direct questions to different characters

4. Students will try and answer their own questions

5. Teacher facilitates activity and clarify any misunderstanding of the play

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Use of models to engage students to understand concepts of prepayments and payables in order to calculate expenses and incomes for the year. This involves pair work or group work so that students can collaborate in their learning.

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To wrap up the first topic , students will brainstorm n suggest how they can support sustainability efforts in the sch. Start small by focusing on what they can do within their classroom n their own behaviour. Use padlets to suggest ideas n monitor stds' progress.

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In Term 3, Sec 3 DEP students will be introduced to the text, "Poop!" by Chong Tze Chien. One of the themes includes death and the afterlife.

To explore that theme, students will be asked to research on the diffferent asian ghosts (jiangshi, pontianak, hungry ghost) and create a short performance in that role.

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Team Activity and Gamification features on SLS to facilitate recapping on past concepts and to facilitate formative assessment on the new topic.

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Use of expert groups on different question types

Use of inquiry-based approach for students to investigate how to best apply the strategies taught.

Use of questioning to have students explain their rationale for how they arrived at their answer - make thinking visible

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Performance Task: In groups, students are tasked to teach their classmates how to play the traditional game they have selected at random (research + presentation slides done) through videos or live demonstration.

Classmates will use Padlet to pose any questions/feedback after each presentation for the group to provide clarifications and clarity. The classmates will be given opportunity to play the games too.

At the end of all the game play & presentations, students are to submit exit card/reflections: how do traditional games help to promote racial harmony between the different cultural groups?

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Sec 2 DEP lesson:

Students will be exploring a short excerpt from a local play "Ah Boy and the beanstalk". They will uncover more about the 4 characters, and learn to answer simple questions about how to bring out the different roles.

Strategies:

Movement exercise - Think about Ah Cow. How do you think this character will move about the space?

Role-playing - Students will be put in groups of 4 and perform snippets of the play

Group consolidation of ideas on Padlet

Teacher to provide a bank of vocabulary to help students articulate their response

B - engaged through movement and performance

E - Joy from playing different roles

C- sharpening analytical skills and strengthening written skills

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Gamification for sec 3G1 maths topic (Faisal)

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Gamification for sec 3G1 maths topic (Faisal)

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I plan to check students understanding on arc length and area of sector via gamification mode. The role play mode shared by Dr Yap will be adopted and I hope the students will be more interested to complete the SLS tasked assigned to them.

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Choosing their own theme for their jingle and a chance to use it for their own purposes, for example, using it to catch attention for SAC blaze the next year, or using it as background music for their tik tok etc.

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Venue: AVT

Combined class to introduce TOA CAH SOH

Suggestions:

Mr Toa, Ms Cah and Mdm Soh

(Hand guesture/ printed tee)

Hands-on activity

Inquiry based to realise the formula for the trigo ratios

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Activity: Lesson Planning to be Carried Out (Rion)

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Activity: Lesson Planning to be Carried Out (Rion)

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The use of Maths Feedback Assistant in the topic Proportion for 2G2 Math to guide them towards Accomplishment and invoking Positive Emotions

Infuse the Big Idea of Proportionality and tapping on their prior knowledge of Rate and Ratio to facilitate them towards formulating the general formula/equation of Direct and Inverse Proportion and make Meaning and Connections with their learning

Craft a Real-World Problem for them to work on as a group and tapping on the Team Activity feature in SLS for Engagement. Maybe the Real-World problem can be on Healthcare.

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Set up a station with various objects (metal spoon, wooden block, styrofoam cup) and hot water.

Blindfold students and have them touch each object after being dipped in hot water.

Challenge them to figure out which material transfers heat the fastest (metal) and slowest (styrofoam).

Introduce the concept of conductors, insulators, and heat transfer (conduction).

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Gallery walk to see what others did given the same topics and materials

peer learning

peer feedback (motivates each other & give feedback on how to improve)

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Enhance cognitive thinking (Fiona Chiu) 

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Enhance cognitive thinking (Fiona Chiu) 

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The sharing probes me to think how students will think what they learn jn art can be applied to other subjects. Many students think art is not important and do not take it seriously. If they can see the purpose and associate their learning to other subjects or even future career prospects, it might increase students interests.

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When doing practice questions, instead of all students working on the same problem together, we can assign questions to expert groups, and have them rotate groups between themselves to critique and improve on each others' responses.

When they return to their assigned question, the group will be asked to present on the feedback given and whether they agree with it. The class learns together and covers the revision questions at the same time.

Hoong Wei

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Perspective Taking - Hot Seats for Sec 2 History

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Perspective Taking - Hot Seats for Sec 2 History

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Chapter 8 - Merger and Separation

The "Hot Seat" is an interactive discussion strategy where one participant, the "Hot Seat," takes on the role of a character or expert related to the topic under discussion. The rest of the group asks the Hot Seat questions to deepen their understanding of the subject, prompting the Hot Seat to respond based on their assigned perspective. This activity encourages critical thinking, empathy, and engagement with different viewpoints.

Key Players (Perspectives)

British

Singapore (PAP)

Malaysia

Barisan Socialis

Local people in Singapore

Local people in Malaysia

Each key player during the merger and separation of Malaysia and Singapore had their own unique perspective and interests. Here's a breakdown of the different perspectives:

1. British Perspective:

- The British government, as the colonial power in the region, aimed to maintain stability and protect its strategic interests in Southeast Asia.

- Initially supportive of the merger as a means to decolonize and ensure continued influence in the region.

- Concerned about communist insurgency and the potential spread of communism in the newly formed Malaysia.

2. Singapore Government (led by Lee Kuan Yew):

- Viewed the merger with Malaysia as an opportunity to achieve economic prosperity and security through integration with a larger entity.

- Emphasized the need for a multi-racial, harmonious society within Malaysia, advocating for policies to promote racial equality and meritocracy.

- Faced challenges in reconciling Singapore's interests with those of the federal government in Malaysia, particularly regarding issues of governance and autonomy.

3. Malaysian Government (led by Tunku Abdul Rahman):

- Sought to establish a unified Malay nation through the merger, promoting the concept of "Malaysia" as a means to foster Malay political dominance and economic development.

- Initially welcomed Singapore's inclusion in Malaysia but later became wary of Singapore's economic success and political influence.

- Concerned about maintaining Malay supremacy and protecting the rights of ethnic Malays within Malaysia.

4. Barisan Socialis (Opposition in Singapore):

- Opposed the merger with Malaysia, viewing it as a betrayal of Singapore's interests and a threat to the rights of the Chinese-majority population.

- Advocated for an independent and socialist Singapore, free from the influence of the Malaysian government and British colonialism.

- Accused the ruling People's Action Party (PAP) of collaborating with the Malaysian government to suppress political dissent and perpetuate capitalist exploitation.

5. Local People in Singapore:

- Varied perspectives among different ethnic groups (Chinese, Malay, Indian, Eurasian) and socio-economic backgrounds.

- Some saw the merger as an opportunity for economic growth and stability, while others were skeptical of potential discrimination and loss of identity within a Malay-dominated Malaysia.

- Mixed reactions to Singapore's separation from Malaysia, with some feeling relieved by the prospect of independence and others lamenting the loss of a shared national identity.

6. Local People in Malaysia (Outside of Singapore):

- Concerns about the economic and political implications of incorporating Singapore into Malaysia, particularly regarding resource allocation and ethnic tensions.

- Some Malaysians viewed Singapore as a prosperous city-state that could contribute to Malaysia's development, while others were wary of competition and cultural differences.

- Mixed reactions to Singapore's expulsion from Malaysia, with some expressing relief at the removal of a perceived troublemaker and others lamenting the loss of national unity.

Understanding these diverse perspectives is essential for grasping the complexities of the merger and separation process and its lasting impact on Singapore, Malaysia, and the wider region.

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Upcoming lesson: Algebraic Expressions

Strategies:

1) SLS lesson for revisions [Positive Emotions, Engagement, Meaning, Accomplishment]

2) Teachers individual feedback [Relationship, Meaning]

3) Exposure to TYS, other schools papers [Engagement, Accomplishment]

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Strategies to increase student engagement [Xiujie]

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Strategies to increase student engagement [Xiujie]

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As a recap for Term 1 and 2 topics, I will get students to design a word-search quiz to challenge their classmates. Each student will come up with 5 to 8 not-so-simple questions, answers can be found in all the notes. They will fill up a word-search template and hand it to another student to do.