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P3 PLT Cycle 2 Lesson Plan

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Teacher role model the questioning and thinking aloud process - Making Thinking Visible

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P3 PLT Cycle 2 Lesson Plan

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P3 Science Activity 3.8 Question and Sentence Starter Cards

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Do join this community if you have not done so. You are able to gain access to plenty of materials related to Singapore Primary Science

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Video of group discussion using question and sentence-starter cue card.

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Opal Link for e-Pedagogy One-Stop Site (Official)

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Opal Link for e-Pedagogy One-Stop Site (Official)

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Do join this community to gain access to e-Pedagogy resources for various subjects

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Video of another group discussion using question and sentence-starter cue card.

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Video of third group discussion using question and sentence-starter cue card. However, they are unable to complete the discussion in time.

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This is the link to the centralised padlet for ideas from the different schools across Singapore.

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Model Thinking_Critical Thinking in the classroom

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I am interested in learning more about Snorkl. It gives learners instant feedback, raise misconceptions and empowers students to deepen their learning and critical thinking skills.

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The teacher role-modelling video was clear and purposeful. I can see that it allowed students to pause, reflect, and direct their thinking in a more structured manner.

I like how snorkl is able to capture how students reason through problems and place a greater focus on making students' thinking visible. This allows me to better understand their learning gaps and provide more targeted feedback.

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1. I am interested in Snorkl as this gives immediate feedback to my students. Snorkl's AI analyzes student responses in real-time, offering feedback that goes beyond right or wrong answers to include insights into their reasoning processes. I also learnt a lot from my colleagues' shared artefacts of their students' work.

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So What?

The modelling of teacher demo, moving into the self-regulating of responses has shown a good development of their scientific reasoning, and their processing skills of ideas.

Now What?

I enjoy the exploration of the EdTech for the P5 sharing, which could also be done for the P3 work intended also. It is good that colleagues are moving on to explore more AI related assignments and consider how it can be tailored to suit different readiness levels of classes

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What?-I explored the use of School AI as a tool to support student learning, particularly for lower-progress learners. I observed that it effectively identifies where students are in their learning and uses targeted questioning to prompt thinking.

So what?

This approach promotes student agency, as learners are guided to think critically and independently. The AI-driven questioning helps scaffold thought processes, especially for those who may struggle to engage or express their ideas. I see strong potential in using this tool to close learning gaps and personalise remediation more effectively than traditional approaches.

Now what?

I plan to incorporate School AI in remediation sessions, particularly for low-progress students. I will design these sessions to include guided questioning, student reflection, and independent practice using the AI prompts. I also intend to monitor how the tool influences student confidence and conceptual understanding over time.

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What?

I have learnt how the same lesson can be carried in different ways among teachers and the integration of ai to provide instant feedback. E.g. How Gillian connect previous activity on terrarium to the activity on making dirty water clean and Haryana shared on how the use of Snorkl facilitates making thinking visible and providing instant feedback and Priscilla shared on the use of schoolai to identify learning gaps of the students.

So What?

I can see how the use of ICT affordables (use of ai) help to provide a more timely and targeted feedback to the students and enriching their learning. The connectivity of past learning experience with the current learning activity enable students to deepen and apply their learning.

Now what?

I am excited to apply the learning today to classroom's teaching. E.g. ;use of schoolai for remediation so that it is a more targeted approach to close learning gaps by students. The use of snorkl will enables me to capture students' discussion and provide instant feedback to the students, enriching their learning.

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[Watch video from 10:30 to 29:01] After watching the video on effective questioning, reflect on how your understanding or belief about effective questioning has changed.

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[Watch video from 10:30 to 29:01] After watching the video on effective questioning, reflect on how your understanding or belief about effective questioning has changed.

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Use this format:

I used to think ... now I think ...

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Effective Questioning: Getting Students Thinking Deeper | Ep 506 | Classroom Conversations

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What?

I learned new ways to teach the same concept in different ways. For the Primary 3 activity, the teacher role-modelling video helped students think in a more organised way. Sentence starters and question prompts were useful, especially for students who need more support. I also found the Snorkl app very interesting. It makes students' thinking visible.

So What?

I think the teacher role-modelling video can be useful in other lessons too. It gives students a clear example to follow. The use of AI affordances like Snorkl also gives students quick feedback, which can help them learn better. They can record their ideas, which helps them reflect and also encourage metacognitive awareness.

Now What?

I would like to try using Snorkl in my lessons, especially when the topic can be abstract to understand. It could help students express their thoughts better and make learning more meaningful.

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This is my reflection on how to improve student self-reflection. Feel free to adopt and adapt.

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What?

The video and question cards were very helpful in preparing the students for this activity

First time students were recording themselves so it was a little chaotic

Background noise can be a little too much

Showing of good exemplars at different checkpoints of the activity helped to direct the other groups towards the right direction

Quality of work exceeded my expectation

So what?

Should continue to show good exemplars to students as it is feedback where students can use that to refine their work (Feed Forward)

Modified Learning Experience (including I-Do, We-Do, You-Do) is a good way to guide students towards achieving the success criteria, especially for tasks which are more challenging.

Now what?

May want to explore the use of other devices such as Snorkl for students to share their ideas and they can modify their ideas after getting feedback for AI

May also want to allow students to share their ideas in class so that they can receive peer feedback and not just teacher's feedback.

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I modified the slides for 3 Resilience's Science lessons to include my students' responses as my exemplars.

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P3 PLT Cycle 2 (3 Re Students' Artefacts)

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P3 PLT Cycle 2 (3 Re Students' Artefacts)

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I am heartened to see that all 3 students have shown some improvement in their answers after sharing of success criteria and exemplars. I believe that the use of 3F approach combined with good and effective questioning can really help our students to become more self-directed in improving their answers. This PLT cycle also affirms my thinking that the 3F approach can start from P3, but with more guidance. The use ePed also helps to capture their responses more readily.

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P3 PLT Cycle 2 (3 Resilience Students' Artefacts)

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P3 Life Cycles of Animals - WOTD Commincating Ideas with Evidence_3 Em 2025

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Circulatory System (Part 1)_transcript_Group 5

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Circulatory System (Part 1)_transcript_Group 10 (1)

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WOTD- Using Models to Make Sense of Science

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WOTD- Using Models to Make Sense of Science

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Human Circulatory System (Part 2)_recording_Lee Shu Tian Kristen (Prps)

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I am pleased to see how students’ thinking evolved from their initial ideas to more refined understanding especially after conducting the experiment. It was especially encouraging to witness the shift in their ‘Now I think’ responses, which showed deeper insight. The use of Socratic questioning also played a key role in guiding their thought process and helping them make meaningful connections.

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The sharing has been enriching. We can see how socratic questioning stimulates critical thinking and allows us to understand students' reasonings behind their misconceptions. Through questioning, students are also able to make their thinking visible. I am definitely interested to try Snorkl out with my class to encourage students to improve their inputs independently and progressively.

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My students have a rich learning from the 2 lessons that we used Snorkl as a tool to give instant feedback to their assignments. They made use of the AI feedback to make corrections and edit their answers. The models from the Sparklekits were very helpful too for my students who are visual learners. I was not confident to use Snorkl at first as I did not know how to use it. I learnt along with my students and will use this AI feedback app again.

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What?

I observed a noticeable shift in students’ thinking from their initial ideas to more refined understandings after conducting the experiment. Their 'now I think' responses reflected deeper insights.

So What?

This change in thinking shows that doing hands-on activities and asking guiding questions can help students understand better. It gave them a chance to clear up any possible misconceptions and learn through thinking and exploring.

Now What?

I aim to design more opportunities for students to reflect on their thinking before and after tasks to track their learning progress.

Thanks for the insightful sharing! 🌎

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What:

I have not carried out lesson 6.3 yet but I'm at the planning stage. Based on sharing from my P4 colleagues (who had tried out the lesson plan), I will modify the part on how to demonstrate that heat is needed to cook eggs, the more heat (in greater amt of water of the same temperature), the faster the egg will cook. To make it more visible, I will do actual demo instead of getting students to watch the video. From there, I will get students to do POE and infer the concept before the moving to actual activity. In this way there is a scaffold to strengthen understanding on abstract concept of heat and amount of heat in water of similar/different temperatures.

So what:

I will monitor understanding via responses collated and questioning during activity 6.3.

Now what:

Will stretch the students' learning and provide opportunities for application of learning via SLS lesson.

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So what?

Training the students to build their metacognition takes time and patience, as well as the intentional stepping back for them to consider the given rubrics so that they can review their own answer and evaluate it.

Now what?

Continue to build on the same idea in subsequent lessons so that they can bring the same awareness in reviewing their answers, even during their work in the topical worksheets.

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Using Models to Communicate Ideas

What?

The entire experience was enriching and insightful.

Using models provided a valuable window into our students' thinking processes—how they make sense of everyday phenomena such as how blood flows through the body. It allowed us to uncover their understanding and misconceptions in a tangible way.

So What?

Engaging students in modelling supports the development of critical thinking by prompting them to ask questions, articulate their thoughts, and move beyond rote textbook answers. More importantly, it helps them arrive at a deeper conceptual understanding of scientific ideas.

The "I do, you do" approach in modelling empowers students to evaluate their own thinking and refine their ideas. For complex systems like the circulatory system, models serve as effective tools for representing the parts and organs involved, making abstract concepts more accessible.

Now What?

Incorporating models into instruction encourages students to think more critically and learn more deeply. It also nurtures important social skills, as students collaborate and follow shared norms to co-construct understanding. Ultimately, modelling shapes a richer and more meaningful science learning experience and helps students see the real-world relevance of what they learn

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Yesterday, we learnt to differentiate metacognition and cognition. Developing both cognition and metacognition is essential. Cognition allows me to do the task, while metacognition is the thinking about thinking which is embedded in our thinking processes. It ensures I am doing it effectively and purposefully.

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Conscious and automatic metacognitive processes work hand in hand, conscious reflection builds the foundation, while automaticity sustains efficiency. As an educator, my goal is to nurture both in myself and in my students ensuring that deliberate reflection remains alive, even as good practices become internalized habits.

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1) Findings - Student engagement, distraction, do not know to phrase their questions, (observation of students behaviour)

2) Student-centred pedagogy to align with the new syllabus, Deepen collaborative, cognitition and meta-cognition.

3) Model thinking, HP - disengaged, MP- not able to keep up

4) Making thinking more visible - for P3 and P4 and use teacher modeling. Use good examplars - Noticing

5) Pedagogy and assessments

4) Deepen students thinking for P5 and P6

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1) 3 laptops

2) 2 videos (loop) - Priscilla

3) Dirty water set-up (Dawn & Priscilla)

4) Students' artefacts (loop) - Dawn & Atiqah

5) Snorkel (looptops) - Haryana

5) Printed lesson plans and selected students' artefacts

Roles

1) Slides - Haryana

2) Presenter - Adelia & Jackson

3) Artefacts & Videos

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Stitched Videos of Teacher Modelling