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1.Consider the HAL Checklist. How might the checklist guide you (which are the traits you will look out for) to identify pupils to participate in a math talent development (TD) programme:

(a) ​Math Olympiad Competition​

(b) E2K Mathematics Programme​

(c) Inter-school Math Poster / Game Design Competition​

(d) Math Expert @ Work

(e) Others (you may suggest other math TD or enrichment programmes)​

2.How / Where will you observe these traits? What other sources of info may you consider?

3.(Optional) What are some challenges or issues you may encounter in the identification process?​

# data[].attributes.body
1.Consider the HAL Checklist. How might the checklist guide you (which are the traits you will look out for) to identify pupils to participate in a math talent development (TD) programme:

(a) ​Math Olympiad Competition​

(b) E2K Mathematics Programme​

(c) Inter-school Math Poster / Game Design Competition​

(d) Math Expert @ Work

(e) Others (you may suggest other math TD or enrichment programmes)​

2.How / Where will you observe these traits? What other sources of info may you consider?

3.(Optional) What are some challenges or issues you may encounter in the identification process?​

# data[].attributes.body
1.Consider the HAL Checklist. How might the checklist guide you (which are the traits you will look out for) to identify pupils to participate in a math talent development (TD) programme:

(a) ​Math Olympiad Competition​

(b) E2K Mathematics Programme​

(c) Inter-school Math Poster / Game Design Competition​

(d) Math Expert @ Work

(e) Others (you may suggest other math TD or enrichment programmes)​

2.How / Where will you observe these traits? What other sources of info may you consider?

3.(Optional) What are some challenges or issues you may encounter in the identification process?​

# data[].attributes.body
1.Consider the HAL Checklist. How might the checklist guide you (which are the traits you will look out for) to identify pupils to participate in a math talent development (TD) programme:

(a) ​Math Olympiad Competition​

(b) E2K Mathematics Programme​

(c) Inter-school Math Poster / Game Design Competition​

(d) Math Expert @ Work

(e) Others (you may suggest other math TD or enrichment programmes)​

2.How / Where will you observe these traits? What other sources of info may you consider?

3.(Optional) What are some challenges or issues you may encounter in the identification process?​

# data[].attributes.body
1.Consider the HAL Checklist. How might the checklist guide you (which are the traits you will look out for) to identify pupils to participate in a math talent development (TD) programme:

(a) ​Math Olympiad Competition​

(b) E2K Mathematics Programme​

(c) Inter-school Math Poster / Game Design Competition​

(d) Math Expert @ Work

(e) Others (you may suggest other math TD or enrichment programmes)​

2.How / Where will you observe these traits? What other sources of info may you consider?

3.(Optional) What are some challenges or issues you may encounter in the identification process?​

# data[].attributes.body
You have a class of pupils with varied readiness levels and interests. You are going to teach a lesson based on the following CPPD learner outcomes. Based on your observations of their behaviours and their previous work, there are some pupils who are ahead of the class. Can you write differentiated learner outcomes for this group of pupils?  Be ready to elaborate!

<Choose a learner outcome in the lower Primary syllabus>

# data[].attributes.body
You have a class of pupils with varied readiness levels and interests. You are going to teach a lesson based on the following CPPD learner outcomes. Based on your observations of their behaviours and their previous work, there are some pupils who are ahead of the class. Can you write differentiated learner outcomes for this group of pupils?  Be ready to elaborate!

<Choose a learner outcome in the lower Primary syllabus>

# data[].attributes.body
You have a class of pupils with varied readiness levels and interests. You are going to teach a lesson based on the following CPPD learner outcomes. Based on your observations of their behaviours and their previous work, there are some pupils who are ahead of the class. Can you write differentiated learner outcomes for this group of pupils?  Be ready to elaborate!

P4 Decimals LO: Convert decimals to fractions and vice versa (decimals up to 3 decimal places)

# data[].attributes.body
You have a class of pupils with varied readiness levels and interests. You are going to teach a lesson based on the following CPPD learner outcomes. Based on your observations of their behaviours and their previous work, there are some pupils who are ahead of the class. Can you write differentiated learner outcomes for this group of pupils?  Be ready to elaborate!

P5 Triangles: Investigate and discover that the angle sum of any triangle is 180o

# data[].attributes.body
You have a class of pupils with varied readiness levels and interests. You are going to teach a lesson based on the following CPPD learner outcomes. Based on your observations of their behaviours and their previous work, there are some pupils who are ahead of the class. Can you write differentiated learner outcomes for this group of pupils?  Be ready to elaborate!

P5/P6 Percentages:

•Find percentage increase/decrease

•Find discount, GST and annual interest

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1. E2K Maths

2. Select via results (Top 15-20% in P3). Qualitative feedback from teachers.

3. Quite consistent in P5 and P6

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1. Math Olympiad

2. E2K students (90%) + opt-in based on teachers' feedback

3. Quite consistent

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E2K Programme

Most schools select students by marks or GEP results

There is mix in the E2K class - HALs who are gifted and those who are exposed to more enrichment etc

We noticed that from the students' attitudes in E2K class - brain-fried vs excited students

Tried using this checklist and some students were left out based on their results but do belong to this group based on the checklist (students picked from different classes instead of only from top class)

We can find out the students' reasoning to their solutions

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Programme selected: E2K

Question 1:

Based on data e.g. end of year results

Question 2:

Teacher recommendations based on results and student's attitude towards learning/ challenges observed in class

Question 3:

Parent's questioning why their child is not selected

Students selected are not motivated because they find themselves struggling in E2K classes

Student's interest in attending these classes should be factored in during selection process

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How will the checklist guide in identifying the students:

1) we use results most of the time to select the students

2 types of learners (diligent learners) vs (gifted)

2) look into students with potential (on top of results)

teachers' observations in the classroom

3) GEP (may not clear 2nd round)

some challenges:

parents questioning our choices on how students are selected

quota limit

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parents asking about selection criteria and why students are not selected

students not very interested because selected by teachers

(disclaimer: to inform students honestly that if they are not interested, they can let their parent know to withdraw.)

Compete for 'talent' because there are other enrichment programmes e.g. e2K Science