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1. Which CCE curriculum content area(s) would you connect this scenario with?

2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? You may think of it in terms of:

a) Providing students with a caring and enabling learning environment

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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Family, NE and Cyber-wellness

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˚ ༘♡ ⋆˚ ❀ Curriculum Content Areas ⋆·˚ ༘ *

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˚ ༘♡ ⋆˚ ❀ Curriculum Content Areas ⋆·˚ ༘ *

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Cyber Wellness
Online etiquette and embracing alternative opinions.

National Education
Being sensitive towards the opinions of others and understanding religious diversity.

Mental Health
Concerning the wellbeing of students in class and creating a safe space for students to speak and share their ideas.

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NE, mental health and ECG

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- Build up Helen's social-emotional competencies
- Lisa: Link to ECG learning, identify strength and overcoming her challenges/ not being so easily overcome by setback/ being overwhelmed by failure and disappointment

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(a)
- Maybe the class can be addressed without George, this would allow the teacher to directly speak about what happened. We have differing views on this but we see pros on both sides.

- Set rules and expectations from the start. This would signal to the students what is expected of them and allow them to come to a communal agreement, producing a caring and enabling environment.

- Use a think-pair-share version of If the Tables were turned. This could help students to brainstorm in pairs and can add to the richness of their perspectives. (We have to be aware not to be prescriptive and try to steer students towards a certain response so that they have a chance to discover these for themselves)

(b)
- We can branch out to inter-personal relationships. We can explore how building strong relationships with others underscores a foundation for respect.

- We are building this lesson on the teachable moment of George's outburst

- We can also this to "How are you doing" and in future learn about each other and discover how to ascertain how one is feeling and develop self-awareness

- If the classroom culture is conducive and the teacher's rapport is good, we could also try to open the floor to gather responses from the class in smaller groups - allowing them to share about their experiences in a close-knit group.

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Caring and enabling learning environment

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Caring and enabling learning environment

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- Reiterate purpose of grouping (to tap on diverse strengths)
- Mdm Ng to be more present and sense the ground to encourage and support students
- Explain rationale of selecting winner to maintain CCA morale

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- Apart from race, need to diversity of people of different skills and abilities [Contextualise at the beginning]
- Teachable moment: Complaining vs taking initiative/giving feedback early

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1. Explain the class norm
Inform students to be respectful to the opinions of others, raise their hands before they speak, one diva one mic! To also give a precursor on how the topic of the day is religion, which might be sensitive and diverse in nature.

2. Cultivating ownership and responsibility on the cyberspace
To inform students that whatever you see online might sometimes differ from what you believe. So they have to be respectful towards the view of others and ask critical questions in a polite manner.

3. Group discussion after viewing the video
Appointing roles within the role and give them guiding questions to scaffold the discussion. During sharing, they would know what to say, rather than to ask an open-ended question.

4. Intentional grouping
Group Tina with people she is more comfortable with to create a safe space that allows her to open up.

5. Handling insensitive comments - Mark and Jill situation
Asking students "Why do you say that", turning it into a learning opportunity and teachable moment to explore their beliefs : "Can you explain your comment?" to explore their views and how it might be problematic.

6. Aftercare for Tina
Talk to Tina to understand her situation and to encourage her to speak up in class and offer her opinions. Helping Tina to reflect on her own feelings and explore what misconception she might have regarding her own identity. Implement the intentional grouping strategies in the next lesson and check back with Tina on whether the arrangement was helpful for her, but also build towards a more independent learning experience.