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When was the feedback given? How did the teacher have time to provide feedback during lesson?

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How to give real time and targeted formative feedback to so many pairs in the class? 

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How to give real time and targeted formative feedback to so many pairs in the class? 

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(Joy)

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How Long did you take to complete the whole package 3 periods?

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Am I right to say that Technically, students need not log in to SLS to complete the lesson at all? They can scan the QR code for the Padlet and proceed with discussions. SLS is more of providing the framework for us to design lesson?

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I wonder how is the implementation of the padlet done (ie: each student have an iPad ?

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How do you manage to incorporate time-extensive lessons like this when you’ve to complete the designated syllabus in time for exams? Is this done after exams? How frequently are ICT-infused lessons conducted?

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I understand that Padlet has gone on to freemium platform. Used to be free, now it has to be paid. How did you overcome this problem?

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With inputs and scaffolding, pupils should improve. Can we give a reference list of answers to consider before we start

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With inputs and scaffolding, pupils should improve. Can we give a reference list of answers to consider before we start

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Although this is a comprehension lesson and the success criteria is based on their understanding of the text, I see many pupils using incorrect language e.g. punctuation, grammar. I also have this problem with my pupils. I wonder if we should insist on language accuracy in their posts...

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Was this done through sls?

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*Role of Teacher   *Role of Students   *Role of Technology  To what extent students have met the Success Criteria? 

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*Role of Teacher   *Role of Students   *Role of Technology  To what extent students have met the Success Criteria? 

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What do you see from the students' artefacts?

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What do you see from the students' artefacts?

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Feel free to pose questions you would like to ask the presenters

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I see that some students are able to pick out some qualities from the article. However, some are not sure what is a quality ? Some students supported their answers with evidence from the text.

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I see that some students are able to pick out some qualities from the article. However, some are not sure what is a quality ? Some students supported their answers with evidence from the text.

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Students are focused on the task. They give feedback to their peer

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Inference is not an easy skill to learn.
Pupils are learning to curate one anothers' work

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It seems that some pupils are uncertain about the definition of ‘quality’. This is a common misconception. It’s a good learning opportunity to clarify in this lesson.

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There is a significant difference between the students' initial post and repost.The right quality and CC were identified after the discussion.

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There is a significant difference between the students' initial post and repost.The right quality and CC were identified after the discussion.

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Pupils were able to work on comments given by their peers to improve their stand. It was impressive that the feedback given were of quality too! (:

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Students demonstrating their learning

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Ability to understand

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Students building up on each other’s ideasand also seeking explanation, justification and thevocab words

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The real time feature allows Teachers to fill learning gaps almost immediately.

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I see students trying to clarifying their peers’ answers

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Rich exchange of ideas & allows great participation from all team members

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1. Pre conception

2. Learning process through collaboration

3. Consolidated knowl

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1. Pre conception

2. T

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1. Pre concep

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1. Pre conc

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1. Pre com

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They are discussing mr kunalan's qualities and trying to use evidence from the text. 

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They are discussing mr kunalan's qualities and trying to use evidence from the text. 

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Can you share your SLS lesson in SLS with us please? 😊

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Can you share your SLS lesson in SLS with us please? 😊

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Students are able to justify their stand based on the text and their prior knowledge. They also provided feedback to their friends on how they can improve. They also showed improvement from their initial position.

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I can see students making their thinking visible and supporting/ justifying their answers

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The collaboration between students provide a positive learning environment. 

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The collaboration between students provide a positive learning environment. 

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Different understanding of what ‘quality’ in the question means

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Different understanding of what ‘quality’ in the question means

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Teacher able to capture evidence of students work to inform her of misconceptions and to address the learning gap.

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Some pupils were not sure what qualities mean

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The pair is able to rethink about their stand after listening to other views

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The pair is able to rethink about their stand after listening to other views

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Ability to discuss and see hare ideas in pairs

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I can see the teacher giving constructive feedback in real time

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I see that the peers are able to seek clarifications from their peers

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Real-time feature allows teachers to address gaps immediately. However, that is only possible if tr can track responses as fast as they come in so that no misconception will be lost in the thread posts

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Real-time feature allows teachers to address gaps immediately. However, that is only possible if tr can track responses as fast as they come in so that no misconception will be lost in the thread posts

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Evidence of learning and of their constructive comments on each other’s post

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Pupils commented actively and pupils were able to build on their peers comments for a more complete answer

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They have used evidence from text to justify their position. They also feedbacked to their friends on how they can improve. They also improved on their initial position.

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Technology allows Ss to have fruitful discussions and provide feedback to help their peers improve

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Some students were not able to pick out the quality expected of them initially. However, with feedback from teacher, students think deeper and there was improvement in the answer. 👍

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Students' initial post suggests they are not clear of the difference between a quality (character trait) and a feeling (specific at that point in the story). However, I do see some having the ability to find appropriate supporting evidence for the feelings. The comments from peers seem to be precise - "nervous is not a quality" or "how is he a poor boy" - all suggesting that the ones giving the comments have a focused understanding of what is expected.  The teacher's subsequent response is very specific at targeting the areas which require improvement(s).

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The examples seem to reflect the learning for the high progress class which i think i was successful! I’m curious about artefacts from the lower progress leaners though

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The comments by peers and teacher help clarify and refine the students’ answers.

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Real-time feedback to manage misconceptions and deeper discussion to achieve clarification

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Real-time feedback to manage misconceptions and deeper discussion to achieve clarification

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Challenging to craft feedback during the lesson with only 1 teacher managing the class. Probably could give feedback after lesson

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How much was spent reviewing the pupils’ artefacts

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Student making the shift in their responses

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Is the success criteria co-created with the students?

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Is the success criteria co-created with the students?

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Students are given the opportunity to correct their peers' mistakes and at the same time learn from one another. In a way it is a safe environment for the students to collaborate in as the comments are left as anonymous

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1. Teacher: facilitator

2. Students: creators of knowledge

3. Technology: leveraging tool

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Teachers and students are learning how to use new technologies at the same time. To deepen teaching and learning. 

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Teachers and students are learning how to use new technologies at the same time. To deepen teaching and learning. 

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This truly allows us to see the thought process of the students. Something we otherwise would not be able to see unless we truly question them. Having this visibility would help to correct any misconceptions that they have.

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Different understanding of what ‘quality’ means 

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Different understanding of what ‘quality’ means 

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If a teacher wishes to add additional content to the existing lesson AFTER assigning to the students

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Role of teacher: monitor progress and provide feedback to students on their learning. Intervene when necessary

Role of student: active learning, participate

Role of technology: capture evidence to provide feedback to teacher. To help teacher monitor the learning

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Teacher was giving good feedback. Some students need to work on commenting skills.

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I see students attempted to identify the quality albeit without using contextual clues.

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The real-time feature is great for immediate feedback given that tr must be  skilled enough reader to sift through all the responses coming in so quickly without any thought/ misconception getting lost in the thread blurps

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The real-time feature is great for immediate feedback given that tr must be  skilled enough reader to sift through all the responses coming in so quickly without any thought/ misconception getting lost in the thread blurps

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Students read the feedback and improved their responses.

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How did you prepare students to give accurate and constructive feedback to one another?

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There is a difference in their posts before and after discussion. You can see that they have met the success criteria and are able to justify their position

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Pair 2 had time to digest Teacher's feedback and gain a deeper perspective about what they felt was the quality of Mr Kunalan as a top athlete by inferring and comparing. 

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Pair 2 had time to digest Teacher's feedback and gain a deeper perspective about what they felt was the quality of Mr Kunalan as a top athlete by inferring and comparing. 

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How often do you conduct such ict lessons

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How often do you conduct such ict lessons

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It seems that the students initially were not so aware of the need to identify a ‘quality’. It’s upon peers’ and teacher’s reminder that they are able to understand the demand of the question better. Yes, many of them have met the success criteria somehow

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It seems that the students initially were not so aware of the need to identify a ‘quality’. It’s upon peers’ and teacher’s reminder that they are able to understand

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It seems that the students initially were not so aware of the need to identify a ‘quality’. It’s upon peers’ and teacher’s reminder that they

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It seems that the students initially were not so aware of the need to identify a ‘quality’. It’s upon peers’ and teacher’s reminder that they are able to

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It seems that the students initially were not so aware of the need to identify a ‘quality’. It’s upon peers’ and teacher

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It seems that the students initially were not so aware of the need to identify a ‘quality’. It’s upon peers

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It seems that the students initially were not so aware of the need to identify a ‘

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It seems that the students initially were not so aware of the need to identify a

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It seems that the students initially were not so aware of the need to

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It seems that the students initially were not so aware of

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It seems that

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Building on one another's response

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Technology allows active participation from all students. Teachers are able to provide immediate feedback so that students can improve on their responses right away.

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Tighter scaffolds should be given so that all understand the definition of ‘quality’. I also wonder if tr is able to respond to all pairs in the stipulated time

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Tighter scaffolds should be given so that all understand the definition of ‘quality’. I also wonder if tr is able to respond to all pairs in the stipulated time

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I think if the teacher is sorting the comments in class, the students shd first hav v little behavioral issue to enable this type of lesson to carry out.

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I think if the teacher is sorting the comments in class, the students shd first hav v little behavioral issue to enable this type of lesson to carry out.

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Guiding the students to make constructive post.  Time taken to create and administer an online discussion lesson.  The timely intervention of teachers to allow deeper discussio 

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Guiding the students to make constructive post.  Time taken to create and administer an online discussion lesson.  The timely intervention of teachers to allow deeper discussio 

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To monitor students’ progress and to guide them on the completion of the ta

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To monitor students’ progress and to guide them on the completion of the ta

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I see students making their thinking visible and learning collaborating. 

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I see students making their thinking visible and learning collaborating. 

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I wonder how SLS was used. Sorry a lot of info on your slides and I got lost.

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I wonder how SLS was used. Sorry a lot of info on your slides and I got lost.

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Pupils have to be closely monitored if not they may go off focus

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I see that students are being scaffolded at their pair readiness level. Gd way to start differentiated learning

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I see that students are being scaffolded at their pair readiness level. Gd way to start differentiated learning

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Some evidence of peers helping peers.