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I was mentioning that from Cher Chong's sharing, he stated that giving breaks does not necessarily help with encoding or memory retention.
I feel that while this may be true, it also doesn't mean that approaches that involve allowing students to take breaks during lessons (perhaps, as an incentive to focus on their work) have to be disregarded entirely. These approaches may still have merit for other purposes - such as in terms of classroom mgt, or simply just ensuring on-task behaviour.
Having said that, I still appreciate the insight shared by Cher Chong, since it helps me to be more cognizant of what does lead to encoding.

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Perhaps, at the start of the next term, I might want to ask my students what they are interested in. Usually, I do this on an informal basis, but it would be good to collect the information somewhere, so that I can use this to help design lessons that would better help them encode information more effectively.

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Encoding - I need to engage my NT Students much more than other students. I already know encoding.

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Understanding the learner better - getting their attention, building on their prior knowledge and making their learning more effective

Knowing what would attract the student and help them retain learning

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3 stage idea - In order to bring learning into permanent memory, we need to use the recall stage more.

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Deliberate recall - Will try to get students to recall from the previous lesson so that they are able to build on learning.

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Helping students build connections so as to leverage on what they already know

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How can this be applied in the context of EL teaching and learning?

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Prior knowledge as anchor for new information

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Prior knowledge as anchor for new information

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The use of students' prior knowledge is very useful in their learning. For example, the use of Tik Tok, the context of washing clothes, the multisensory of rose,

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Teaching reading and writing skills in an integrated manner

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Teaching reading and writing skills in an integrated manner

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Cognitive model of learning - Useful structure for us to bear in mind when approaching lesson planning and lesson implementation because many of us agree that NT kids need the relevance and meaning. They need to see something we give them that is meaningful otherwise it's difficult to stay engaged. Underprivileged background makes learning more difficult. Teachers can help them by making it more relevant for them and to increase their motivation and gain a better learning attitude

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The reminder to provide multi-sensory experiences so to encourage more firing of the neurons which will help students to retain the knowledge learnt

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Have been getting students to recall information or vocabulary taught previously

Providing incentives for students to motivate them in learning

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Will consider how to include meaningful brain breaks into my lessons.

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Conducive Environment - make learning meaningful and relevant to motivate them and achieve their end goals

We can know more about our students to understand their background and what they like. From there, we try to align teaching (differentiation) to them so we can connect what we try to teach to their schema

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Jane Chng (Tanglin Secondary School) - wish list 

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Jane Chng (Tanglin Secondary School) - wish list 

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I m interested in working w MS teams or Apple  education on building a virtual reality app that can help us develop reading skills by pulling the reading, viewing, writing and representing skills so that students can process meanings and craft their responses through the multi-modal experiences that the subject Teachers can create to enrich their language learning experience in class.

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Importance of anchoring what we teach with students lived experiences

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Importance of anchoring what we teach with students lived experiences

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I will also consider having a progress chart (with stages like games) for skills-heavy lessons so that students can track their progress.

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Adding on to Finian:

Arul and myself teach different levels. In a semester where food is the theme, we incorporate how to write a food review. One colleague came up with a package where we brought them to a cafe nearby and try the food and review it later. This made it more exciting, and they were more motivated.

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Motivating students and managing the cognitive load by connecting to prior knowledge while still incorporating the main areas of learning.

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ITD, Exit ticket, now we know how these tools impact the cognitive engagement of our students

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When students are involved in knowledge construction, they are able to retain the knowledge better. (their synapses connect even better)

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Social media can engage students. Colourful, multi-sensory details help. But we should only give them 3-4 minutes of screen time to avoid getting distracted or going to other sides.

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We can use active recall so that they can bring it to the forefront to connect. We can help them to do chunking, and let them to Peer Learning before individual work.