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The effect of IBL (Inquiry-based learning) on P3 Students' Conceptual Understanding Of Classification Of Animals

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The effect of IBL (Inquiry-based learning) on P3 Students' Conceptual Understanding Of Classification Of Animals

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Learning Fest_P3 Sci_IBL_Classification of Animals_Slides & Notes

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1. Your name should be title of your posts
If you are a non-DZ staff (please indicate your school name in the title too)

2. Add a post under the correct e-PLT session you're attending. Two sessions in all - 10 am and 11am

3. Refer to the PLT SLS lesson you've registered for and list up to 3 questions pertaining to it. Questions could be related to the SLS lesson specifically, the topic/skill being taught, or the strategy used. You can make references to SLSPS and STP.

If you have the same question as other participants, please key it in so that the speakers are aware that it is common concern.

But also try to add your own questions.

Please avoid questions that require a close-ended response.

4. If you have conducted a similar lesson/tried a similar strategy/ used a similar digital technology, explain how you conducted it briefly. If you have taught the same topic/component in a different way and it worked out, share that too.
- subject
- topic
- brief explanation

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Fractions Quest (Fractions of a set of objects)

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Fractions Quest (Fractions of a set of objects)

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Acquire Oral Skills By Leveraging On Interactive Tools

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Acquire Oral Skills By Leveraging On Interactive Tools

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Discussion Learning Experience With QAR (Question-Answer Relationship) Strategy

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Discussion Learning Experience With QAR (Question-Answer Relationship) Strategy

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Augmented Learning In Outdoor Education Using Technology

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Augmented Learning In Outdoor Education Using Technology

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Unleash EAST (Emotions, Adverbs, Speech & Thought) - Composition

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Unleash EAST (Emotions, Adverbs, Speech & Thought) - Composition

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Acquisition Learning Experience With Game-Based Learning

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Acquisition Learning Experience With Game-Based Learning

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Designing And Constructing Real-Life Circuits

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Designing And Constructing Real-Life Circuits

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Mood Creation Through The Arts - A Creative Arts Learning Experience

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Mood Creation Through The Arts - A Creative Arts Learning Experience

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DZ Learning Fest P2 PE e-PLT unconference

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P2 EL PLT 2020 Learning Fest Presentation_Final

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Very innovative! I've always been intrigued by augmented storybooks. To have an outdoor lesson like this, I'm sure the students would have been very excited.  Please teach us on the use of this technology during the sharing!

1. What were some of the difficulties that you have faced while conducting this lesson?

2. What kind of support can we extend to LP students prior to the lesson so that they do not get too overwhelmed with the use of technology during the lesson itself?

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Facilitator gave a brief sharing of the context / objectives / approaches / outline of the lesson packages shared. Subsequently, the discussion points include

1. All participants agreed that the authentic learning experiences linked to GST, Discount and Interest are effective approaches that will engage learnings and promote conceptual development and understanding.

2. Most expressed they like the variety of learning experiences and especially the one on "Let's Go Shopping " on the concept of Discount

3. Some participants were interested to find out and discuss how the needs of different learners can be met (differentiated instruction). Inputs during the session include : targeted lesson on part-whole relationship for LP, customised (right amount or type of SLS activity, adding or removing activities) SLS activities, creating more open-ended questions for HP students and etc

- There were good suggestions offered like focusing on Concrete and Pictorial aspects of percentage for LP, using role play for some students to monitor their learning.

- Discussions on Collaborative Learning were also discussed at length. Suggestions centred around on how to make some learning experiences like the "Let's Go Shopping" task more investigative or open ended to cater to greater opportunities for CoL

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https://drive.google.com/file/d/1LHl2NzLEvfKdVpInxg4wPy0SvBrxq0L6/view?usp=drivesdk

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Thank you for your active participation!

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DZ Learning Fest P5 EL e-PLT unconference

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Contributions from participants typed in red in speaker notes. Can be found under the Q&A slides. Thank you!

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DZ Learning Fest P4 Sci_Thermal Expansion_241120

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Note Taker: Cloudi

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Learning Fest Minutes - P2MA (Fractions)

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Thank you for your participation!

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DZ Learning Fest P4 MA e-PLT unconference

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Learning Fest Minutes - P2EL (Talk Moves)

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DZ Learning Fest P4 EL e-PLT unconference (Final)

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The visual aids made it very relatable, so I can apply the different risks I know easily and immediately into the school environment. Thinking routine of think, puzzle & explore was also sequenced nicely for students to reflect about the questions they have before going into the lesson.

Was very interesting how the iPads were used to identify risks around the school! Can you go through the process - must you create the write-ups and QR codes in advance for this activity?

1. Is there a reason why the quiz app is used under "test your knowledge" instead of using the SLS existing platform? Thought it may be easier to use SLS as the results can be extracted easily and students may not need to face issues of downloading flash players (not sure if it'll be a concern) to access the quiz.

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http://data.amdon.web.sg.s3.amazonaws.com/Discount/discount.html
I like how the above app is interactive and promotes learner engagement. Would like to know if the above link / app self-created? If yes, how did you all did it?

How did you scaffold the activities for lower ability students?

How did you encourage collaborative learning among your students through this blended learning lesson?

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Thank you Dazhong teachers and cluster friends from joining our session.

Suggestions for infusion of music into other subjects:
- Connection of musical elements like tempo into Maths topic like Speed. To let students know they can connect back to the duration of time.
- Application of musical elements in PE subject. Students can dance to the beat and varying the tempo, they make connections of musical elements in music with PE subject.
- Application of art and music mood creation in emotional atmosphere especially writing for English composition. (Text, setting, character and feelings)

Replies for Participant Dzuhri (BVPS):
1) Prior knowledge: students need to know the LO5: Understanding of the musical elements before the lesson. Spiral approach as students will know from their previous years of lower primary music - the various musical elements in LO5.
2) In the scenario of the story, every group- one student need to keep a constant beat while the rest of students can use the various rhythms / tempo to describe their authentic learning musical experience. Students are given a choice to choose their musical instruments to describe the mood setting.

Replies for Participant I-feng:
1) Yes, our students are given time to discuss, prepare and showcase their mood creation when they are face to face in classroom setting. (Blended approach shared) Students learnt in SLS what they have learn in class. Then, come back after HBL to discuss what they have learn in class and try it out in their Music classroom.
2) using MCQ - some students might not be able to describe the mood setting. Choice of MCQ is used instead. Teachers will scaffold their own class- Music students' learning when they meet their students face to face in the music class. Teachers monitor students' learning by going back for further discussion with class students.

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1)运用游戏学习词语所达到效果值得肯定，也能达到初步理解文章大意的目的。但是，尽管如此，是否真的扫清词语的学习障碍，就能让学习者明白文章主题和中心思想？
2)如果学生不借助游戏学习词语， 那么他们如何达到理解阅读篇章的目的？

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Game-Based Learning can make students' study more interesting. But for students with weak learning ability, will it be more difficult to use Game-Based Learning to study by themselves without teacher's guidance?

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I like the flow of the lesson. Would have been awesome if the video has some music or even narration by the teachers?

Beside taking a stand, stating the similarities and differences, how do you assess whether students can classify another mystery animal successfully?

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1. What would you suggest to encourage retention and repeated use of the movement verbs taught? This can also be applied to vocab that students pick up over the year. In the SLS lesson, students had a chance to act it out, use it in context and then incorporate it into their composition.

2. Based on the SLSPS document, there was differentiation in product whereby LP students were expected to show 3 movement verbs in their compo while MP had to show 5 and HP had to show 7.  If we looked into differentiation of the content/process, how would this lesson look like?

3. One of the evidence of learning was to see these words being used in the SA2 compos. What was observed?

4. Getting students to Google meanings of words can be relatively mundane task, even if done in pairs. What would you suggest to arouse interest and ensure participation?

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What about students that are leaking in their retention capacity? Words have been taught and used in previous lessons but when the same word arises, they seems to not remember the meaning nor recall ever hearing the words. How then do we support these learners?

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What is QAR? Is it the same as answering technique?

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用游戏来学字词是很有效的，学生也比较积极。但是怎样用游戏来教理解呢？

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Game-based lessons are fun strategy but how to ensure low-progress students are learning from their mistakes and not simply going through the motion of the game? If the games are not randomized, they'll just memorize the pattern to fill in the answers (for MCQs and true-false questions etc).

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How about the students with reading & spelling problem?  How to help them?

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I feel that the questions in MCQ to assess students' prior knowledge for a very specific topic can be challenging if a LA student who does not know about electricity might have different meanings to the key words such as conductor (music related), positive, negative (mental attitude), that could relate to other subject matters. How could we scaffold or differentiate these questions to help the LA students?

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1) For lower ability's students, if them can't complete the activity 2<小复习>，they will have any difficult with share their stand point in activity 4?
2) In my opinion, if we switch of activity 6 and 5, will make more alignment with the follow plan of activities? like allow student to go through the MindMap first, then follow by select of the "sentence example "via voting activity?

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I like the flow of the lessons especially getting the students to compare the platypus with familiar animals from the different groups. I have 2 questions:

Q1:
One thing though it seemed that the lesson did not give a definite answer as to which group the platypus belonged to. Was there a reason why the answer was not presented to the students?

Q2:
How does the questions pose in the conclusion help students to arrive at the correct answer?

Thank you and well done.

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How can common misconception be addressed using the online tools, for example similar looking characters in the Chinese Language?

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It's an exciting lesson!
However, how would you  emphasise the direction of heat flow?
How many periods are needed to conduct this lesson?
How would you consider 'sentence framing' of heat flow answers?
Thank you & well done!

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What are some difficulties that the children faced when they are doing the activities?  How would you overcome it the next time?

What are some possible extension activities for our HP students?

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1) Does this only works for Verbs, how about adjective or nouns (sinonyms words)
2) How do we encourage students to use these words out of composition. How can they apply during their interaction etc
3) Lets say a LA students used the word wrongly, how does the teacher explain, show or make the students learn and unlearnt the wrong concept of the words.

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1) How does 3D makes students comprehend more when they look at 2D diagrams
2) If a student is able to fix the circuits (single or parallel) but having difficulty drawing the circuit (cant memorise the symbol for battery etc), how does this activity help them.

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1) Are the P3 students able to express themselves clearly and with the relevant science terms when keying in their responses in the interactive thinking tool?

2) I like that the picture of the mystery animal is accompanied by the cartoon characters which give a viewpoint each. Was the sentence framing method effective in getting students to write the appropriate response?

3) How was it explained to students that the platypus is a mammal although it has features of a bird? Is it because of the number of mammalian features are greater than the number of other features?

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1) In what way(s) should teachers close the learning gaps of the LP learners identified through HBL?
2) Should teachers make students make repeated attempts on the SLS until the correct answer is obtained? (values changed but method remains the same)
3) In the spirit of blended learning, how can this lesson be modified?

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How do you correct the whole number bias for the children?
e.g. 1/5 + 2/5 = 3/10
I know we use manipulatives, but once we remove them, the same mistakes are made.

How do you teach the students the mathematical language in fraction word problems? There seems to be some senseless transfer of language used in whole number word problems to fraction word problems.

I thought this name in fractions activity is pretty cute.

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It is heartening to note that students' motivation to acquire and expand their vocabulary increased through games. What are some strategies that we could adopt to strike a balance between deep learning and having fun through games?

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(1) what kind of Interactive tool will your be introduced?
(2) How help the Low progress students improve in their oral skills?

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How can we further scaffold the lesson and processes to help the lower progress students? How do we integrate DI in Discussion LE?

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Did the lower progress students have any problem completing the activities? How did you scaffold the activities for them?

What are some difficulties you face when conducting the lesson?

How long did you take to finish the entire lesson?

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I have tried using the acronym FAST (Feelings, Actions, Speech, Thought) to guide my students in writing at the lower primary. For lower primary writing, four pictures and about ten helping words are given and students are supposed to write one paragraph per picture. When conducting the lesson, I have given at least five guiding questions per picture to my students in the form of a checklist. HP & MP students were supposed to use all the guiding questions while LP students were supposed to use at least 2-3 guiding questions.

1) For students who are beginning writers, how can we help to further scaffold for them when we introduce such a writing technique to them?

2) In the year, how often do you conduct the lessons reinforcing the use of the FAST writing technique so that students fully incorporate FAST into their writing?

3) What are some areas for growth stemming from conducting the lesson?

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EL Talk Moves Unconference

Routines to help students get used to Talk Moves

To hang up posters of Talk Moves in class -> Students will naturally look at the posters during discussions and attempt to use them.

Other roles specifically for the Talk Moves lesson?

There are only 3 students in each group.

WT shared the use of background music in order to allow students to have a benchmark of what the discussion noise level should be like.

How to beef up the content of the discussion?

LP students often give simple responses. Same problem faced my music. Teacher to demonstrate how to answer the questions with elaboration. To provide a Word Wall to help students gain the required content/vocabulary knowledge when they respond to the questions.

How to get the LP to talk?

When class does group discussions, HP will be the scribe, but the LP students are the ones who are expected to talk more. By getting them to scribe, HP students will be deterred from dominating the discussions. In this way, LP students will be able to share their ideas without having to feel pressured by the need to write.

Culture of respect and care?

How do we as teachers step in to teach (some of the) HP kids to be patient – to wait for the LP kids to gather thoughts and to speak up. There is the need for teachers to guide the LP kids explicitly. Teachers need to inculcate the culture of care and respect. Teachers to model the need to provide LP kids with more wait time.

Not just LP students not talking; HP and MP students are also reluctant to talk. They are more at ease with writing. They felt awkward during the discussion, and not confident of speaking and expressing themselves.

Teacher to help students to understand the question by breaking down the questions and providing them with various examples/ scenarios. Need to support the kids by reducing cognitive load by reducing the need to think about the contents/ contextual understanding.

Picture prompts were provided in the PLT package. However, more help can be given, for example, through the use of a video to help students generate ideas.

Use of hand signals/gestures to help internalize Talk Moves.

Using hand signals to represent the respective main Talk Moves. This can be incorporated into daily class discussions/ comprehension. Teacher will observe the students’ signals. When teacher sees someone disagreeing, teacher will then clarify with the student(s). Need these to become a daily routine in order for students to internalize.

e.g.

Thumbs Up -> I want to answer

Thumb and Pinky -> I agree with her.

Rolling of fingers -> Please repeat.

Stacking of fists -> I want to add on.

Actions tried before by P5(LP) teacher. She found it useful especially for the LP kids. It allows them to express themselves.

Strategies or Tools that can be used?

How more DI can be done? Is it applicable in Art/PE? What are the topics that this can be applied to?

For PE – talk moves can be used to allow teacher to see if students understand the teacher. Students then buzz about what they have learnt/understood. With the hand signals, teacher will be able to assess who does not understand and address the misconceptions immediately.

Will Fastkit help?

Only limited to 3 colours and closed responses. Does not seek deeper responses from students.

-e.g. I understand/ I don’t understand/ confused.

There is then the need to scaffold students to internalize which colour stands for which Talk Moves.

Some students may also just copy their classmates’ responses.

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Will students in the lower P respond or even participate at all? Or will it only be the HP students? Even when not using talk moves, it's usually the HP students who are better engaged in class discussions. Will this cause stress on the LP learners by making them speak in front of the class?

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What are the learning experiences or prior knowledge on talk moves before the SLS lesson package? Are the students assigned roles during group discussions? Eg leader, time-keeper, etc.

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Were the students introduced to EAST as a whole or in parts?

Were there any difficulties faced by learners of different abilities? If yes, how did the team overcome them?

Are students self motivated to practice EAST in every piece of their writing?

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Some questions as follows:

1) Are the students (esp LP) able to ‘state out/describe’ the different movement verbs? I struggled to describe them myself when I tried. Haha.

2) How many instances of using movement verbs do they encounter in their Composition writing? Do they know how to write a sentence/paragraph so that they can use the words learnt to describe the movement?

3) I am curious with one of the questions Salma asked too – One of the evidence of learning was to see these words being used in the SA2 compos. What was observed? Was the samples representative of the whole cohort? What kind of movement verbs did they use?

4) In the video from Kenneth, we see students who are shy and refuse to catwalk/participate, especially for P5s. How do you counter that? Did they have the time to practice?

Sharing of experience:
-  I have tried an activity in class to get children to act out (or show me) what some saying verbs – whisper, stammer, question, ask, shout, sob, reply, yell, scream etc… mean, so I think letting the children act out the actions of movement verbs is ideal.

- For the P3s, the saying verbs were printed out in their WoW booklet, and they could refer and study it for their composition writing. To consider putting the movement verbs into Wow?

Some suggestions:

- Students will google definition and prepare to role-play à What could be better was for the children to view videos so that it is clearer for them to ‘see’ the actions. They can even share using ITT a GIF/picture of the movement verbs they are assigned.
- Sequencing the Hangman activity before the Matching activity? Personally, I felt that the Hangman (given a hardcopy or split screen side by side) sparked me to challenge myself to ‘guess’ which was the answer and then ‘learn’ the definition.

- Using audio response in SLS to explain a given movement verb during the students can show whether students have met the success criteria. That of course, requires that teachers listen to their audios – takes time.

- Getting the children to write out short paragraphs of difference scenes (eg, when they are being followed, being chased, sneaking home in the middle of the night/out of the classroom etc, so that they can have more experience to ‘play’ the scene in their heads.

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I like how there is constant affirmation for each task. I enjoyed reading that and I'm sure your students did too.

How can I modify this lesson to scaffold my slower learners? If we scale this lesson down to lower primary, I can anticipate requiring more lessons to break down the word classes with lesser pictures.
Beyond that, what else can we do?

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What is the team's take on predicting the effectiveness of this method in middle or upper primary students?

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1. Was it evident that students used the words in their writing for the final year examination?

2.What are some areas for growth stemming from conducting the lesson?

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The detailed plan and execution of the lesson is impressive. How did the higher progress students respond to the activities? Did their responses demonstrate critical thinking or thinking out of the box? How about the lower progress students? Were they able to follow the activities on independently or did you need to handhold them for most of the activities? Were you able to see this being successfully translated in the written work and assessment?

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What were some learning gaps that had to be followed up after this lesson? What were some issues students faced when doing the activity?

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Were EAST used widely during the final examinations? Can we introduce EAST for all levels?

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1. Were there LP students who could not give a good story mountain? How did you support these students?

2. Were there participants who refuse to contribute? How do you ensure/encourage all students to give their personal inputs for the group work?

3. How did the students revise their story mountain? Do they post again? Or do they give a comment to their original post?

Thank you! :)

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1. What were some difficulties that the LP students face when they attempt this lesson?

2. Did any students require recap on Frayer's model?

3. Did some students struggle to draw straight and neat models on iPads? How could it be resolved?

Thank you! :)

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How did you motivate or scaffold pupils who are not motivated or cannot write?
What did you do to pupils who complete their work very fast or pupils who are very slow?
How do you stretch the HP pupils?

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It is a great idea to link learning to real-life examples e.g. bills, purchasing of prizes etc that are relevant to daily life.

How is the learning being pitch at different levels, and how monitoring of learning looks like at these levels? What are the challenges the teachers face in this aspect?

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1)How do we teach answering comprehension questions?(especially for lower ability students )
2)What is the goal of reciprocal teaching?

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1)How do we create a gaming atmosphere that is adapted to all the learners' ability ?

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Was there any form of scaffolding
done to help the LP students?

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Will the students be able to identify heat and temperature as the topic of the question given that this SLS lessons is scaffolded?

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I like the part when pupils can predict the results (Activity 3) and design the set-up of the experiment (Activity 4) in SLS. I was wondering,  the metal bridge MCQ question appeared at Activity 2 and at Activity 6. Wouldn't  the students have seen the answer at part 2? What is the rationale of asking again? Will students be given the opportunity to test out the experiment (the glass jar) they have set up as described at the interactive thinking tool segment? Will it be possible to string all scenarios together so that students can see the pattern in 'solids (circular, spherical, rectangular, etc) gain heat and expand?' If yes, how will you do it?

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The lesson package includes several activities that are engaging and promote thinking.

The use of hands-on activities and SLS activities is learner-centred and allows for afl opportunities. Thank you for sharing!

Qns:
1) For this topic, most of the word problems would require pupils to use a model. How did the team get the pupils to eventually be able to represent information and use a model?
2) One of the activities involves the Frayer Model. Were the pupils able to show their learning through that activity and are there samples for that activity?

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How would

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The 'Let's Go Shopping' activity is a good way to link the concept to daily life.

Qn:
How do you keep track of the pupils' thought process? For example, after the pupil has completed the first shopping list, he may want to retry it to get a value closer to $150. Would there be a worksheet where he can retry and explain why he wants to change one particular item?

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How can these interactive tools be used to help students acquire other types of oral skills (e.g. for the conversation component, sentence structure etc)?

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Is it possible to use the same tools to help students learn other types of oral skills (e.g. for the conversation component, sentence structure etc)?

I noted that the ML had additional pictures accompanying the spoken vocab item whereas the TL and CL only had the word and accompanying spoken word. Would this  affect the outcomes of the data gathered as the ML group would learn the picture and oral word rather than written word?

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For the selection of the music for the different parts of the story (Activity 4), how would students know whether to choose loud or soft rhythm? Do students know the difference between rhythm and tempo? Would it be good to have a recap on rhythm and tempo before going into the actual lesson?

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Thank You Fransa for sharing with us this exciting lesson.

I love it for three reasons:

1- I was not familiar with this animal-Platypus but now I know more about it.

2- The unique feature of Platypus reminded me of juxtaposition in art (creative thinking technique), how a few distinctly different objects/things are being placed together, morphing of objects.

3-The flow of the lessons are clean, friendly and especially the ideas for investigation sections are great!

-It would be fun if students can make their own comparison between the bird to the mystery animal.

4- For our conclusion, the students can add on by drawing their own juxtaposition of an animal e.g. "Platypus & Friends"

Thank you Fransa :)

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A very interesting lesson. It is very innovative and engaging . I would like to try this.
1) What are the difficulties that you faced when conducting the lesson?
2) What are the factors did you take into consideration when carrying out the lesson?

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For Scene 1, I would choose slow tempo and soft rhythm for a sad or empathetic mood. Why is fast tempo also accepted?

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What are the prior knowledge that the pupils should have before the lessons?
Do the students have to play the rhythms according to a beat/tempo or can they create a pattern according to the movements of the characters in the video?

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Looking back to the two success criteria, Is there any opportunity for students to show case their Mood Creation?
What is the rationale to use MCQ as the Tool in activity 3 and 4 to promote thinking and discussion?

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Can you share with us the good practices that you have used?  What are the preparations  that are required to:
1) encourage self-directed learning(since the activities are conducted outdoors)
2) maintain classroom discipline outdoors
3) handle or access the applications used in the ICT devices
4) Overcome big vocabulary issues for lower primary (e.g Hazards, slippery etc)

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It's interesting to see how students could create their own colourful diagrams using Google Sheet and use of other technology to learn the concept of percentage. I particularly like the 'Let's Go Shopping' task when makes learning meaningful and applicable to their daily lives.

Would like to find out if there was any differentiation of task for slower learners? How was AfL done during the BL lessons?

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Here's our report with student's artefacts

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Some questions:

1) How to ensure full class/group participation? The LP students will often tend to drift off or keep quiet as they are less confident, or do not have anything to say. Have you all encountered this in your lesson? How did you solve this?

2) Possibility of using ‘ARE’ into this discussion too so that the ‘content’ will be more beefed up? How will it be like?

3) The group recording – was it done for all groups? What are the observations obtained from the recordings? Any transcript of what was discussed?

4) How did the teacher monitor the discussion when this was done?

5) Any samples of written work from the LP/MP/HP for their worksheets? Did the sentence starters help with their Oral results?

Feedback and suggestion:

1) I like the 2 videos on the dos and donts of Group Discussion! Very good examples to show our children (who don’t know how to discuss in a group)!

2) Your Sharing is titled ‘Talk Moves’ but I don’t really see much ‘moving’. Instead, it’s more on the usage of sentence starters. Will it be possible to introduce ‘Talk Moves’ to the children in P2s for class/group discussion? These ‘Talk Moves’ ensures that everyone is listening and participating. (See picture attached.)

3) As your lesson was more on oracy/group discussion, I did not see the need to differentiate the worksheets for HP/MP/LP in terms of sentence starters, and the MP/HP needing to write down their own, and thus take more time. Perhaps, we can see a greater and better variety of responses coming from the MP/HP if the cognitive load was taken off them for this and they just had to verbally share what comes to their mind.

4) Any way to record down the group discussion using ipads for each group? And as they are wearing masks, how to ensure better clarity of the recordings? After the recordings the children can listen to themselves and write down what they have shared on hardcopy.

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- For use of music to create mood creation, perhaps a poll can be created on SLS for students to pick their choice of instruments.
- Can showcase students' artworks on 'Music in Art' mood experience  on SLS using the interactive thinking tool and get students to comment too.

Suggestions for infusion of art and music into other subjects
- P3 MT: use of sounds with pictures to create moods (eg: getting students to visualise and describe a thief breaking into the house)
- Perhaps can explore with music as a trigger to arouse interest in Science lessons?
- Use of music to create moods in Science case studies (eg: pink panther music)
- Use of music with a slow tempo to illustrate for Science topics like 'speed'

Possibility of infusing Art into Music lessons
- Dzuhri (BVPS) shared that he has done something similar for music mood creation in his school and asked students to visualise what they see. He can now link that to colours with the music and emotions as well.

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DZ Learning Fest P4 Art Music e-PLT unconference_Final

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Tracks: 'Music in Art Mood Creation' (Art Lessons)

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Tracks: 'Music in Art Mood Creation' (Art Lessons)

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DZ Learning Fest P2 PE e-PLT unconference (Final)