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Event 1 - Melody, Alagammal, Zafirah, Tracy, Mei Fong

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Event 1 - Melody, Alagammal, Zafirah, Tracy, Mei Fong

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STELLAR GUIDELINES AND RESOURCES

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Resources for Days 1 and 2 will be ready by 7 Feb.

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Feedback

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Thank you for your participation in this workshop. Please take some time to provide us your feedback.

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Please find your breakout room groupings here, as well as your roles for the discussion activities.
Ensure that you are logged in to your Icon account to be able to view this page.

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Please find your breakout room groupings here, as well as your roles for the discussion activities. Your groupmates will be the same as in Day 1, but your roles may be different. Please check the correct tab for the correct activity.
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Activity for Day 1: Verbal Talent Identification & Checklist

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Activity for Day 1: Verbal Talent Identification & Checklist

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Don't forget to log into your icon mail so you can access this document.

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Checklist for Identification of Verbal Talent_Mar 2021

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Collated Class Responses  (from Pre-Course HW) Relating to Day 1 Content: Observation of Esa as a HAL 

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Collated Class Responses  (from Pre-Course HW) Relating to Day 1 Content: Observation of Esa as a HAL 

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Thank you all for your close attention to detail to pick out the significance of what you observed.

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Esa and Verbal Talent Characteristics (FIDLHA 1 2024 Class 1)

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What have you learnt today about differentiation and/or how to differentiate instruction for the HALs?
(Remember to put your name as the title of the post!)

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Collated Class Responses (Esa's Needs and Possible Provisions) 

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Collated Class Responses (Esa's Needs and Possible Provisions) 

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[Will be updated for Day 2.]

Some of your responses are rather general and needs to be more specific.

Think back to your responses and see if you can now come up with more substantial or focused answers!

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This is a differentiated lesson sample for you to see what you are working towards when you design your differentiated lesson.

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The folder above contains the STELLAR text and unit guidelines for the unit you are focusing on for your level.

You will need to refer to these to design a differentiated lesson for your HAL learners which incorporates strategies you have learnt.

Ensure you are logged into your icon email.

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This is a parking lot for questions you may have from today.  You may also wish to park any observations or insights (ahas!) that you gained.

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General Session Nearpod Course for Class 1 

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General Session Nearpod Course for Class 1 

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You can also access this with Nearpod Class Code IH49L.

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Engage and assess your students in every lesson!

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This column is for any reflections or questions you have from our pre-course tasks. 

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This column is for any reflections or questions you have from our pre-course tasks. 

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We welcome you to post any queries, thoughts, concerns or reflections that you may have arising from your pre-course learning.

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Please find the homework instructions in the Word document.

Post your homework in the correct drive (Under LY and Joylynn by 10 May 2024.

Some of the HW involves you teaching your class, so don't leave it till the last minute!

Have fun with the differentiation: See you on 20 May!

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[Make a Copy] CLASS 1 USE ONLY_FIDLHA Template for Differentiated Lesson

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If you need to refresh your memory on what the MLUs covered, you can look at the PDFs here.

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Q: What common HAL characteristics do you observe in your class?

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Q: Do you have any questions on any of the characteristics?

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This is a direct link to the Lesson Activity Folder to get your Lesson Plan Template 

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This is a direct link to the Lesson Activity Folder to get your Lesson Plan Template 

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Some more samples of Differentiated Lessons and Units 

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Some more samples of Differentiated Lessons and Units 

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Please use this as reference. Do not just adapt mechanically. We need to see that you are able to APPLY the strategies in your lesson design.

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Event 1 — Mei Fong, Kat, Rachel, Melissa

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Event 1 — Mei Fong, Kat, Rachel, Melissa

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https://docs.google.com/document/d/1UX7UI_S45FELk4Mq7NYZzV5vFF9kbPPpol8OagC2S5c/edit

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THE FOLLOWING FOUR SELF-PACED UNITS SHOULD BE COMPLETED BY 23 FEB.

Suggested time allocation: 3 hours in total, with a max of 45 mins needed for each task.

Please note that the self-paced Nearpod lesson needs to be completed IN ONE SITTING. Do NOT close the browser before you have finished the lesson or you will have to sign in again and restart.

I. NEARPOD Course (On Conceptions of Giftedness and Identification & Characteristics of Gifted Learners)

To access the Nearpod course, join at https://app.nearpod.com/?pin=ih49l or go to join.nearpod.com and key in the code IH49L.

1. Complete the Pre-Course Survey.

2. Read the case study of Esa and answer the questions that follow.

3. Study the Differentiating Model of Giftedness and Talent.

II. OPAL MLU on Concept Teaching

Access this MLU: https://go.gov.sg/concept-teaching

III. OPAL MLU on Critical Thinking:

Access this MLU: https://go.gov.sg/critical-thinking

IV. OPAL MLU on Creative Thinking:

Access this MLU: https://go.gov.sg/creativethinking

Thank you for working on the above. We look forward to seeing you soon!

Lei Ying and Joylynn

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This is the direct link to the folder for your homework submission.

Locate your group folder and then the folder with your name. Please upload your homework into your folder. Ensure that your file / documents are named in the following format:

1. [Class No.]_[Grp no.]_[Name]_[School]_[description if applicable e.g. worksheet/student sample]

e.g. Class 1_Grp3_Soh Bee Zee_ABC Primary

Remember to remove student names from samples of work if you are providing them!

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Please use this grouping for your homework submission and peer feedback.

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Eliana Mohamed

Sabrina Abdullah@Ashley Boey Ching Wern

Debbie See Seow Ping

Siew Gin

Zabrina

Angel Teo

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Circle of Viewpoints Activity_Template_F2F (2)

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There are 3 components to this pre-task:

Task 1: Complete Pre-Course Readings on Additional DI Strategies

Task 2: Read the STELLAR Text 1.0 P6 Text "What Sallamah Didn't Know

Task 3: Complete a peer feedback for a differentiated lesson in your group.

All tasks should be completed by 17 May.

Please look at the posts under this column for Tasks 1 and 2.

For Task 3, please refer to the previous column on Post-FiDLHA I Homework.

Task 3 can be only be completed from 10 May.

Task 3 can be only be completed from 10 May.

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Task 1 - Readings on Additional DI Strategies 

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Task 1 - Readings on Additional DI Strategies 

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Folder contains 6 PDF files (3 on Graphic Organisers, 2 on RAFT and 1 on Circle of Viewpoints).

Please read through and make your notes.

Raise any issues or questions as a post on the padlet column on the right, and we can address them when we meet.

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Task 2 Reading on "What Sallamah Didn't Know" 

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Task 2 Reading on "What Sallamah Didn't Know" 

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For reading.

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Please post any questions or issues you have from the pre-readings here. 

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Please post any questions or issues you have from the pre-readings here. 

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Specify the DI strategy you have a question/issue on.

Use a new post for each issue/query.

And please identify yourself in your post!

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2024 FidLHA 1 EL Programme_Class 1_31 Jan 2024_Final

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COV Events

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General Sesssion (Talent Development) Resources 

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General Sesssion (Talent Development) Resources 

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1. What TD opportunities (within school and out of school) are available for your pupils to explore and develop their interests in the verbal domain?

2. How do these opportunities map to the LoS?

3. Are there programmes/provisions for certain LoS that you would like to design/source for?

Start a post with your group name for your responses.

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For reference after CoV activity.

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Farhana, Ahmad, Violet, Evelyn and Uuchi

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Circle of Viewpoints Activity_Template_F2F _Event 2

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Event 3 (Jia Wen, Grace, Lyanna, Evelyn, Alyssa)

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Event 3 (Jia Wen, Grace, Lyanna, Evelyn, Alyssa)

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Circle of Viewpoints Activity_Event 3 (Jia Wen, Grace, Lyanna, Evelyn, Alyssa)

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Enrichment programme (Wits and Words) going to be converted into a CCA. (How will this affect selection of students?) - LoS: From Level 3 to Level 2

CWP - opened up to the P5 HP classes initially, but now opened up to all P5 EL classes. LoS: Level 4

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1. TD Opportunities (during curriculum and after school)

Reading Response Circle (P3/4/5) / Readers’ Circle

Book discussion

Approx. 6 sessions

Debate (workshop)

20 pax P4 and P5 each

Wits and Words

Notes: Preference for conducting such activities after school (i.e., more time and attention).

Look out for aptitude and keenness.

Problems: Some students are uninterested or are able to keep up with the programme.

2. Opportunities map to LoS?

ALP sessions during curriculum

Students not in ALP will work on activities to help improve their SBC skills (i.e., what’s up? Magazine)

3. Programmes/ provisions for certain LoS that you would like to design/ source for?

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Whole school (LoS I)

Students can share topics of interest during the morning assembly sessions. It is part of the school’s ALP. Students will work on their own slides. At the start, there are head prefects to share first to encourage others to speak confidently.

(LoS III)

In house writing program - use the checklist provided by GEP to assess some of the p4 students. Teachers will shortlist students based on writing samples.

Vendors will craft the content and teachers will carry out the program. After that, students will join CWP by applying what they learned.

Scrabble, debate, and journalism

Students are selected based on recommendations and students’ work.

Scrabble – 20 to 25 selected P3 students.

Debate – 18 selected P4 students who can articulate well. RJC to work together.

Journalism – selected P5 students who can write well. External vendor to work with the teachers to conduct the lessons.

Some of them will be involved in competitions others will do it as enrichment.

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tiered ALP (Journalist Program) - all students will go through the ALP, selected few will be tasked to cover school events (LoS: 1 and 3)

podcast program for HA students in oracy (LoS: Level 3)

Commonwealth Writing Program for HA students in writing (LoS: Level 4)

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Bukit View Pr Sch (Zabrina, Eliana)

•Debate (P4 & 5) after school (10 weeks)

•Oracy, public speaking – speaking good English campaign (P1&2) after school

•P4 Oracy vendor

• Reading Circle P5

Canberra Pri (Siti Farhana)

•Debate (P4&5) after school

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•CHIJ Katong

•Sign up interest (journalism, creative writing, phonetics, etc.) by teachers, after school, 20 signs (P4-6)

SNGS

•Oracy

•Creative Writing

•Debate

•Essay Competition