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Comfortable members to work with.

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Grateful to be working with members that we are familiar with and coming up with ideas together.

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The facilitation by Jeslyn brought us to be focused on what is our action items for the next session.

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Comfortable session with members, able to discuss well :)

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Team members are open to discussions. Appreciate the effort to be present at the moment and contribution of ideas/experiences.

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Venue could be better...

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I am not going to be forced to write here when all's good

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I am not going to be forced to write here when all's good

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Seems like the discussions has been fruitful yet exciting and enlightening

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Would be good for venue to be fixed for future sessions.

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A better environment/location for the session would be good

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Hmm...
What strategies could we apply...
Drill and practice?

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What strategies can we use to help students link the scientific concepts learned to applying it in science questions?

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Who decides the balance between immediate results vs long term appreciation of the subject? Drill and Practice VS Inquiry-Based

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How can we help students with weak foundation and poor working memory?

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How can we get a balance between drill & practice and inquiry learning?

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Based on design challenge statement, would be good to brainstorm on strategies/interventions that can help students transfer knowledge learned into written responses in questions.

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We have been enlightened from our rich discussion about practising CER in our Science questions. From this session, we managed to firm down the template for CER.😊

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Students' answers are lacking of reasoning with science concepts in their written answers to Science questions.

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We have gleaned from the invigorating session today that answering open-ended questions in Science is a constant challenge to the students. Therefore, we have decided to compile Science Concepts statements from the different topics to aid students' understanding.

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Science Concepts is a structure that we want to introduce to serve as a visual guide for students as they learn how to craft scientific answers.

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Students may know CER but they have difficulty applying the steps to the questions. Hence, will need a step-by-step guide.

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Compiling science concepts to help students in their reasoning for CER.

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Team confirmed challenge statement, 'How might we help students close gaps between concepts learned and application in written responses'.

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There is a need to address the mismatch from IBL worksheet to exam questions. IBL questions are open-kind which is not the style of questions from review worksheets and exam papers.

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Current strategies/interventions used by teachers were not explicit enough to help students in their open-ended questions.

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We wonder if our proposed method can be applied to all question types.

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For abstract topics, it's difficult for students to visualize the concepts what more to apply their understanding to the qns?

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We agreed that students struggled with questions with data (graphs, table) and hence cannot provide reasoning using correct science concepts in their answers.

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Should we target a level or selected students only?

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Are we able to standardize our CER approach so that students can better understand and apply the strategy in open-ended questions?

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Session 5 (12 Oct) What's Not working? (Something you would like to be changed and suggestion(s) how this can be done.)

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Session 5 (12 Oct) What's Not working? (Something you would like to be changed and suggestion(s) how this can be done.)

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Session 5 (12 Oct) Question(s) you might have related to the session.

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Session 5 (12 Oct) Question(s) you might have related to the session.

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We will be carrying out the intervention strategy with our new classes for the first topic of the level. Will be wondering if students find this useful, which we will look into their written responses at the end.

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We are curious to find out more about the new Science syllabus so that we can align it to our plans for TLC.

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We are clear of our eventual goals for this TLC - to level up the quality of students' answers in Science questions and what to prepare for the upcoming year in the teaching of Science. E.g. Creation of science concepts per level in a booklet form. This will help the students to consolidate their learning in each topic and structure their answers accurately in Science questions.

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How our new 'methodology' will work in tandem with the new syllabus' content in textbook/workbook?

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Hopefully, our Beach House could help guide students in having a summary of the Science concepts in the topic, like parking them on the ws as they complete each lessons. A good resource for their revision.

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we deliberated on the need to have a pre-post but ultimately felt that key purpose in coming together is to enhance the students' learning and therefore will channel the energy towards developing the new content.

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We decided not to carry out the 'pre and post' review of one same selected question, as the team has agreed that another approach would be more meaningful. The other approach would stem from collected artefacts of current student responses which serve as our driver for the creation of this intervention strategy. The responses showed some general gaps in students' written responses as they answer the questions. After carrying out the intervention strategy, students would then answer the topic-specific question. This is where we will try to see if their written responses have improved.

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Initially, we wanted a pre and post question to see if students are able to grasp our teaching for CER. However, we decided that it will be more beneficial to focus on teaching them the skills and not stress on the data.