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Based on what you have read from the P2 EL Level Review 2023 and/or what you have observed about your students, briefly explain in a new post one/ a few intervention strategies you will be carrying out with your class. 

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Based on what you have read from the P2 EL Level Review 2023 and/or what you have observed about your students, briefly explain in a new post one/ a few intervention strategies you will be carrying out with your class. 

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Please state your name and class as the subject.

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Read through the quick guide to ChatGPT for T&L and discuss the following questions. 

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Read through the quick guide to ChatGPT for T&L and discuss the following questions. 

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1. What are the limitations of ChatGPT and how might these impact its use?

2. In what ways can ChatGPT assist teachers in lesson design, assessment for learning and administrative matters?

3. What resonates with you most after reading the guideline?

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It can help give us ideas for lessons if we are looking for new ways to teach a certain topic. It can also help us to craft assessment questions or summarise articles. It may be able to help us identify errors in students' work. It can also help us draft letters for school letters and publications when we need ideas to brainstorm off of.

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1. ChatGPT currently has no access the most up-to-date information --> information given may not be relevant

2. ChatGPT may produce answers that may be factually wrong --> teachers need to be wary and fact-check the responses carefully.

3. ChatGPT may give inappropriate or biased responses --> (same as above) teachers need to do their due diligence to check the responses and use them appropriately.

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ChatGPT helps to generate ideas and inspiration for writing. By simply inputting a general topic or theme, ChatGPT will churn out various ideas that the educators/students can filter out and use in their learning/writing. Educators can use it to generate class discussions while students can use it for homework assistance.

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I will try to use the ARRE strategy to help students elaborate on their responses for SBC.

I will also focus on teaching students how to paragraph and develop one idea more.

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I would also like to introduce the ARRE strategy early to help students prepare for Oral. They will be sitting for their first oral examination this year and they will need a framework to help them guide their thinking and responses.

I would also like to focus more on the story mountain. This will help students to plan more cohesive stories.

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I would like to focus on the annotation strategies to help students with their reading comprehension and read the text critically.

I will also be using the ARRE strategy for stimulus-based conversation.

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Respond to the following here: 1) One key takeaway from 1st CT sharing on FA, 2) a personal AFG in creating WALT/WILF statements. Please indicate your name as the subject. 

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Respond to the following here: 1) One key takeaway from 1st CT sharing on FA, 2) a personal AFG in creating WALT/WILF statements. Please indicate your name as the subject. 

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Respond here based on what you have read from the article using the I used to think... but now I... format. Please indicate your name as the subject. 

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Respond here based on what you have read from the article using the I used to think... but now I... format. Please indicate your name as the subject. 

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Teachers across the country are tying themselves in knots with learning intentions and success criteria. Some are using them well; some are not. Some aren't using them at all.

So why isn't everyone using them and using them well? A significant factor it is because many teachers are unsure about what these should look like. This Five Minute Guide aims to address that.

Learning Intentions

Learning intentions are statements which summarise the purpose of a lesson in terms of learning. A useful acronym is WALT: 'What we Are Learning Today'.

In writing them, it is usually useful to include the terms ' know', ' understand' or ' be able to', which helps communicate that the learning will relate to knowledge, understanding or skills, respectively.

An example might be:

Over the course of several lessons, the class will be learning about the structure of an atom. For that reason, this statement will appear as part of the learning intention in lessons which follow. In this particular lesson, the specific focus is on the sub-atomic particles which make up atoms. The learning intention for the next lesson two lessons might be:

We are learning about the structure of an atom, specifically to understand:

The electron arrangements of the first 20 elements

Because every lesson is about learning, every lesson should have a clear learning intention, whether this be for students to learn something new, to consolidate their learning (through practice or revision) or to demonstrate their learning.

Learning intentions should make clear what students will be learning about, not how this learning will be achieved, that is, to the activities and tasks of the lesson. For example, 'Complete all of the questions on page 45 of your textbook' is not a learning intention - it is a statement about an activity. Learning intentions should be about what is to be learned.

Communicating learning intentions

It is important that learning intentions are clearly communicated with students. Good practice is to do this both verbally and visually. However, saying this is very different from saying that students need to copy down the learning intentions (and success criteria) for lessons. Some schools insist that teachers get students to do that, but students learn nothing from doing so and it just wastes valuable learning time.

Revisiting learning intentions

It can be useful to revisit learning intentions during lessons, reminding students of the learning focus. By the end of the lesson, something should have changed: students should know something that they didn't before, they should be able to do something that they couldn't before, or they should have improved at something. Every lesson should impact on learning; every lesson should count.

Success Criteria

Success criteria relate to the evidence you are looking for to determine if students have learned what you intended. A useful acronym is WILF: 'What I am Looking For'.

Success criteria can take different forms, including:

The principal purpose of success criteria is to support assessment and feedback. When assessing learning, it isn't enough for a teacher to ask, 'Have you learned this?' and then just to accept 'yes' as an answer. There needs to be evidence of learning; students need to prove it. Success criteria can make clear what that evidence should be. In this way, success criteria become tools to support teacher assessment, peer assessment and self-assessment. Without being clear about what you are looking for, meaningful assessment and feedback is not possible.

'I can...' statements

When success criteria are written as ' I can...' statements, they include verbs which make clear the evidence required to demonstrate learning. Rather than being about 'knowing', 'understanding' or 'being able to' - which is the language of learning intentions - they should be about what you are looking for in order for students to demonstrate that they have learned what was intended.

If students can 'state', 'write', 'describe', 'explain' or 'draw', this can evidence learning. Saying that 'I know', 'I understand' or 'I am able to' doesn't evidence learning. While it might be true, it isn't evidence. Success criteria should make clear what evidence of learning needs to be produced.

To appreciate this, consider the learning intention used earlier:

We are learning about the structure of an atom, specifically to know about:

The sub-atomic particles which make up atoms

Possible success criteria are:

1. I candraw a labelled diagram of an atom, showing the arrangement of the three sub-atomic particles which make it up

2. I can state the charge of each of the sub-atomic particles

3. I can state the mass of each of the sub-atomic particles

Occasionally, I hear people argue that success criteria shouldn't be quantified. For example, if success criteria relate to being able to identify advantages and disadvantages of something, teachers shouldn't specify how manyadvantages and disadvantages. The rationale is that, by quantifying, you limit student learning. However, I would argue that, if success criteria are going to be used to assess learning and to guide feedback, they need to be as specific as possible. Sometimes, this will mean quantifying them. The way to get around any issue of 'limiting learning' is to include the phrase 'at least' in front of the quantity (for example, 'I can identify at least two advantages and two disadvantages of...')

Key features

Sometimes, rather than writing success criteria as 'I can' statements, they are better written as ' key features '. This tends to be when they relate to 'Be able to...' learning intentions. For example, a learning intention might be:

Success criteria could be that:

It has two columns

Each column has an appropriate heading

Each heading has correct units

The data has been entered correctly

It has been drawn with a ruler

Confusing learning intentions and success criteria

A common mistake I see teachers make is that they confuse learning intentions and success criteria. Below is an example of a learning intention which does this:

Be able to define and describe 'deforestation'

I see this sort of learning intention quite often. In writing it, the teacher has confused the learning (which relates to deforestation) with the evidence students need to produce to demonstrate their learning. A far better learning intention would be:

Understand what 'deforestation' is

This is focused on learning.

Possible success criteria could be:

I can write a definition for 'deforestation'

I can describe three causes of deforestation

These are focused on evidence of learning. In checking that students understand what deforestation is, the teacher would be looking to see evidence relating to each success criterion.
Taken from The Teaching Delusion: Why Teaching In Our Schools Isn't Good Enough (And How We Can Make It Better), published by John Catt Educational. Available at:

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A Five Minute Guide To... Learning Intentions & Success Criteria

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Teachers across the country are tying themselves in knots with learning intentions and success criteria. Some are using them well; some are not. Some aren't using them at all. So why isn't everyone using them and using them well? A significant factor it is because many teachers are unsure about what these should look like....

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Dear TTT members, please park your WALT & WILF statements here. Do indicate the topic and state the SIO too for greater clarity. 

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Dear TTT members, please park your WALT & WILF statements here. Do indicate the topic and state the SIO too for greater clarity. 

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Statements should be based on an upcoming teaching topic/component to be taught during T1W9/10 so that refinement of WALT statements and construction of WILF statements can take place during TTT on T1W8

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Key takeaway from CT sharing: AfL is assessment for learning and is used in day to day teaching to assess students learning to help them move forward.

I think I use WALT statements for my lessons but I need to work on incorporating the WILF statements. (eg of success critieria

could be writing checklist)

Break down WALT statements into steps

WALT statements need not be at the start of the lesson (can let students deduce the statement)

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WALT statement should be a general statement which would allow students to apply the skills in a different context.

AFG: I would like to try out WILF (What I am looking for) linking it to success criteria. From my experience, I need more practise to help students check whether they have achieved the success criteria.

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WALT - allows students to understand the purpose of the lesson and monitor their progress towards it to see if the lesson objectives have been met.

WILF - allows the students to understand the expectation of the lessons.

I will have to include WILF in future lessons as it provides a sense of clarity and transparency instead of jumping right into the "what" or "how"

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(2)

To be consistent in writing WALT/WILF statements in the classroom - so that students know what they are going to learn and be able to link back what they have learnt at the end of the day

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The ARRE strategy can be introduced through journal writing weekly, a topic/subject is provided for students to write and elaborate on. They will then share their writing to their friends in the form of conversation.

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I used to think that success criteria refers to just describing what students should be able to do. Now I know that I can use "I can" statements to guide the crafting of the WILF statements.

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I used to think that success criteria refers to 'I can' statements only. Now I know that it can also be focusing on certain features, similar to Wilf statements. For example if the WALT is construct sentence using past continuous tense, then the WILF statements could be 1) there are 2 actions in my sentence 2) the first action has the verb with '-ing', 3) the second action verb is in the simple past tense.

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I used to think that learning intentions are success criteria are the same but now I know that learning intentions summarise the purpose of a lesson whereas success criteria is more specific in terms of the evidence of what students are able to achieve at the end of the lesson.

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I would like to focus on using the ARRE strategy for SBC. This can be done on a weekly basis so that the students are more prepared for their oral exams.

I would also like to focus on their writing - developing their content using the story mountain strategy.

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I used to think that WALT includes both the learning intentions and success criteria.

Now, I know I can break them up using WILF so that students will be able to follow through the expectations and they are able to self-assess their work and identify areas of improvement.

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WALT: use phrases about time in the beginning of a sentence

WILF:

I can list down some phrases about time

I can use a phrase about time to start a sentence

I can use a comma after the phrase

I can continue the sentence with a subject and a verb

I can end the sentence with appropriate punctuation

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WALT - We are learning to:

1) use uncountable and collective nouns

WILF - What I am looking for:

give correct examples of collective nouns

use collective nouns in sentences correctly

I can use the quantifier "many" for countable nouns and "much" for uncountable nouns

students can sort the countable and uncountable nouns into two different columns

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Unit 3 Vocabulary

WALT : use similes to make our writing more interesting.

WILF:

1. I can write similes using "as ... as" and "like"

2. I can use similes for effect (eg He was as poor as a pauper --> to show that the person has no money)

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We are learning to (WALT):

1. use the correct verb for countable and uncountable noun phrases.

change to

1. Identify countable noun phrases

2. Identify uncountable noun phrases

3. Use the correct verb for the countable/ uncountable nouns.

WILF:

1. I can identity if the noun is countable or uncountable.

2. My verb agrees with the countable or uncountable noun phrase.

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What is a NEW takeaway about learning intentions or success criteria you have picked up from either what the students in the video have SAID or the VISUALS in the video?

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What is a NEW takeaway about learning intentions or success criteria you have picked up from either what the students in the video have SAID or the VISUALS in the video?

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Please indicate your name as the subject.

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Students mentioned that they were able to ease into their learning effectively and arrow down straight to what is the takeaway for that lesson. They were also able to identify if they had successfully achieved the learning intentions for that particular lesson.

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In the classroom, they had Content, Language, and Social headings for success criteria which is interesting as they covered how students should be working (eg work with an elbow partner)

They also shared worksheets that had the success criteria printed and grouped together with the questions.

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I've learnt that having learning intentions and success criteria shown to students at the start of the lesson is important as it allows students to keep track of what they will be learning and consolidate their learning at the end of the lesson.

I like how the success criteria acts a checklist to check students' understanding at the end of the lesson.

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I like how the teacher displays the learning intentions and success criteria clearly on the board. The use of success criteria printed out on their worksheets also allow students to monitor their own learning and assess how confident they are for the different success criterias.

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Identify a sentence which resonates with you the most. 

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Identify a sentence which resonates with you the most. 

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https://www.teachingchannel.com/k12-hub/blog/success-criteria/

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Fisher et. al explain that “success criteria let students in on the secret that has been too often kept from them — what the destination looks like”

This metaphor helps me understand what success criteria is for the students. The students need to know their destination in order to be successful in their learning. It also has made me realise that prior to using success criteria, they might have thought the worksheet is the end result.

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A major part of teacher clarity is understanding what students need to learn and identifying how they’ll know that they learned it.

Clarity from the teacher can help to enhance the confidence in the students' abilities by providing clear guidance and feedback. It also helps to improve the students academic aspects as they understand what is expected of them and how to meet those expectations because of the clear communication. There will also be less confusion in class.

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"Success criteria helps students know what success looks like"

This resonates with me because many students are clueless to what they are learning and are not motivated. However, if they are clear on what they need to achieve, there is something they can work towards. This will them them monitor their learning better.

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"If students know the outcome of the learning, know what the goals of the learning are, and are able to communicate how they’ll get there, then they have taken ownership of their learning."

I think that this sentence resonates with me the most because putting myself in my students' shoes, knowing what I will be learning for the lesson and what are the things I must be able to do at the end of lesson would make learning more focused and I would not feel lost at the end of the day. I am also able to check whether or not I have fulfilled the success criteria and need my teacher's help in achieving the specified outcomes.

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KWL: (K) What do you  know about All-Student Response Systems?

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KWL: (K) What do you  know about All-Student Response Systems?

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Please indicate your name as the subject.

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KWL: (W) What questions do you have about All-Students Response Systems?

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KWL: (W) What questions do you have about All-Students Response Systems?

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Please indicate your name as the subject.

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KWL: (L) What is something NEW you found INTERESTING/ CONNECTED WITH/ QUESTION as you read the pages about ALL-STUDENT RESPONSE SYSTEMS? 

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KWL: (L) What is something NEW you found INTERESTING/ CONNECTED WITH/ QUESTION as you read the pages about ALL-STUDENT RESPONSE SYSTEMS? 

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Please indicate your name as the subject.

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Please indicate your name as the subject.

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I know that it involves a way of capturing every students' response in class rather than ask a few people who have raised up their hands

Some strategies i associate with all students responds system include - No hands up and mini whiteboard, ict tools like quizziz, SLS

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Students who flash their cards labelled with colours to indicate the progress of their work. green-done yellow-still doing red-need help

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Know - All students response system include tools that can gather feedback from students like use of whiteboard, thumbs up thumbs down, online means to gather feedback like Interactive thinking tool in SLS, the std handbook FA tools. Maybe strategies to elicit stds' responses such as use of ice cream sticks to call on students as well

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I would like to know a low prep way to gather responses from students

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Is there an easier way to prepare the resources in order to test the students' learning?

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What are the different strategies that is available that can cater to different abilities students?

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A lot of strategies are familiar and have been tried in class such as mini whiteboards, four corners, FAST kits

Calling a random person can be a way to gauge readiness to move on to the next lesson rather than calling a volunteer. In this way, not all students need to respond but we still achieve our goals

Question: how do you stop students from changing answers - Ask them probing questions to understand

-allow them to edit answer esp for open response questions

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I found it interesting that most of the strategies are already quite in place and known to the teachers. Students are also quite familiar with the strategies. For students who peeped at their friends' responses and change accordingly, teachers can identify and ask them more questions to get them to explain their choices.

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I used to think this is a new system to learn but now i think that these are strategies that most of us are already using and will continue to use more deliberately

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I used to think that these response systems are complicated but now I'm quite glad that these strategies are already in place and that most teachers are already using it.

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I used to think that all students response system is something new, but now I know we have been using it already.

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Refer to page 83 (from ‘Enhancements’) to 85 for some ENHANCEMENTS to ALL-STUDENT RESPONSE SYSTEMS 

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Refer to page 83 (from ‘Enhancements’) to 85 for some ENHANCEMENTS to ALL-STUDENT RESPONSE SYSTEMS 

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Select an enhancement to read about.

Be prepared to share about the enhancement with your TTT members

How is the enhancement carried out in class?

How can it be used in the T&L of our subject?

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Think: What are your key takeaway(s) from the CCE facilitation workshop?

All students responds system can be used in FTGP lessons.

There are many kinds facilitation eg. to facilitate learning content (subject content) / facilitate experiential learning (via), process facilitation (project work - rephrasing what students say, clarify what they mean, giving wait time, summarising their point)

Eg. ABCD corners, Blooket

Puzzle:

1. What questions do you have about CCE facilitation?

How to ask the right questions to guide students to empathise with characters and their dilemmas

How to steer their conversation towards the right objective (students can go off topic quite frequently)

2. What would be interesting to investigate and learn more about?

how to use CSI in FTGP lessons or subject area

Explore: How can we explore these puzzles?

Refer to CCE TLG.

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In pairs or triads, decide on an all-student response system from the TLG you haven’t but would like to use to facilitate your next FTGP lesson

Line continuum

Indicate your choice with a brief explanation on how it will be used with reference to the FTGP content

Students are required to share how they spend their time online. Using a line continuum, teacher wil be able to see how students respond.

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K: State A TAKEAWAY about EXIT TICKETS from the CT sharing on 17 April and the video.

It is a quick way to get all students to show if they have achieved lesson objective

It can be anonymous to help students feel safe to share responses

Teacher can assess who needs more help

W: State briefly in your TTT’s ICT platform ANY QUESTIONS YOU HAVE about EXIT TICKETS.

How do we know who needs help if anonymous?

Why can't we use their assignment as an exit ticket?

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In 1 sentence, summarise why teachers use exit tickets.

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One which allows you to assess surface learning

One which allows you to assess deep learning

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Check for understanding

Find areas to bridge the gaps

Quick

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Exit ticket (surface):

Give a sentence and ask students to idenitfy verb phrases.

Exit ticket (deep):

In your own words, what are verb phrases? When do you use helping verbs such as can/will/may?

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TTT schedule Semester 2 (For sharing).docx (sharepoint.com)

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The Singapore Student Learning Space (SLS) allows all students to have equal and open access to quality curriculum-aligned resources, enabling students to take greater ownership of their learning. The SLS also complements classroom teaching, and supports teachers with quality curriculum-aligned resources.

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a positive outcome

what could have been better

what they would do differently the next time

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Positive outcomes:

students were able to identify the key points about what makes the plants unusual after reading the text

What could have been better:

students needed help in crafting the questions that they have about the text

what would I do differently the next time?

come out with a list of questions for the students to check against?

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It showed me some misunderstanding that students had about the concept taught.

I could have asked them to add questions they might want to ask and doubts they might want to clarify.

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a positive outcome: i can see the students who have achieved the learning objectives

what could have been better: the reflection question seemed difficult for the students to answer properly. alot of them said 'so that they can learn better'.

what I would do differently the next time: be specific about what i want them to write? im not sure how to improve on the reflection question. should i give key words as helping words? This was what i gave them: Why is it important to use words like but, while and however?

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positive outcome: Simple. I could do a quick check in. I did a verbal exit ticket because there is not much preparation needed. But it was on a science topic on the 3 points on what a cycle is. I asked students at random as they exit the class as it is not possible to listen to everyone.

What could have I have done better?

Not possible to listen to everyone.

What can be done differently: use ICT to key in the exit ticket responses.

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With regard to All Student Response Systems, I would like to know more about…