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Learning from an Art lesson
- 321 Mona Lisa pose is such an awesome idea to use as attentional signal since it's Art lesson.

- Success criteria spelt out and explained in student's language so everyone understands. An art piece is wonderful visual to explain the SC.
- When Ipads are used, one tends to think that the class will be noisy due to distribution and technical issues. But not true when teacher got the Art monitors to do the distribution. Students also make use of red card in student handbook to indicate 'help!' while the rest to progress on their own. Nice!
- I had fun trying out the free colouring app while enjoying soft music in the background before taking a screenshot of my work to upload into see saw for formative assessment. And the students know how to do so too with exposure and experience.
(Karen)

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Integration of English topic in Math lesson

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Integration of English topic in Math lesson

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Teacher cleverly integrated an English topic (Roti Prata) into a Math lesson (Mass). The students learnt how to measure ingredients on a scale to make roti prata. The lesson not only gave the students a hands-on experience on how to use a measuring scale but it was also relatable and engaging.

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Each group sent out 2 students to read aloud in front of their classmates.  After reading, teacher gets students to provide feedback on their peers' reading aloud and areas for improvement.  Students are aware how to provide quality feedback to assist their peers to improve in their reading aloud.
(Poh Khim)

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Walked into 3 MTL classrooms over 3 weeks to see the ideas I can pick up from the teachers. Common practice in the 3 classrooms was the effective use of SLS to tap on existing resources to guide students in reading. The teachers also have great TSR with the students who were seen to be enthusiastic in coming forward to attempt the questions. This is especially needed in MTL lessons to help them overcome the challenges face in the language (Karen)

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Teacher constantly pause to check for students' readiness and to get students' attention.

Teacher used encouraging word such "try" to get students to answer questions.  every student was given opportunity to answer as teacher called up students by name since  the class size is very small (5 students).

Students actively involved (raising hands, answering questions, participating in lesson).  The environment is safe for them to be positively involved (teacher has put up good routine).

(Aza)

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Teacher used real-life example in teaching of speed, rate etc. In this case, teacher mentioned bitcoin and exchange rate.  Teacher also get students to share their experience in dealing with the topics.

Connection was make with previous lesson for students to see the relevance of  the topic.

(Aza)

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This is a low progressing CL class.  After going through the different strokes of the Chinese characters, teacher made use of Bingo to reinforce students' learning.  Through Bingo, students get to learn and remember the different Chinese characters with some fun and excitement of winning the game.  This is one way to arouse students' interest as students are suitably challenged. After reinforcement, the students were tested on their CL Spelling.
(Poh Khim)

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Hand signals to indicate level of understanding 

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Hand signals to indicate level of understanding 

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The lesson objectives are explicit and students were guided on how to change direct speech to indirect speech.  As they are P2 students and quite active, teacher skillfully made use of hand signal to indicate students' level of understanding.  The immediate information gathered from assessment serves as feedback to help students address their learning gaps and enable teacher to improve her teaching practice.
(Poh Khim)

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Circle main points and relate to questions

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This is a P2 CL oral practice lesson.  Teacher skillfully used appropriate language which is suitable for her P2 class.  Teaching with clarity involves the clear articulation of instructions and explanations.  Teacher scaffolded the students understanding by circling the pictures and relate it to the questions.  Students said out the correct sentence.  Class Dojo points were awarded for the correct answer.  With clear expectations and routines, teacher avoid the need to expend considerable time to manage behavioural issues during lessons.
(Poh Khim)

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Ms Lim has a good rapport with the students which is evident in the respectful banter that they had throughout the lesson.

She started the lesson by asking the students about the English oral exam that they had the previous day and they were excited to share their experience.

The lesson was a revision on reported speech which Ms Lim decided to revise on based on the feedback that she had gathered from marking the learning sheets.

The revision lesson was interactive and engaging as it was student-led. The students worked with their partner to come up with a direct speech which their peers had to change to reported speech. The students also had the opportunity to correct their peers and clarify their peers' misconceptions using a very systematic approach (TPTP and the spectacle rule).
(Siti Nurhawa)

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This is a Primary Two Chinese lesson.  After reading the passage, teacher asked a lot of scaffolding questions to assess students' understanding.  The use of questions is essential to deepen learning through active construction of knowledge.  During this lesson, teacher asked a variety of questions to facilitate active participation of students in the co-construction of knowledge and understanding of the passage. (Poh Khim)

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Little leader guiding and teaching her peers in reading aloud

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The little leader sets an example of how reading aloud looks like and sounds like. Then her peers will turn to read aloud. The little leader will provide feedback on how her peers read pertaining to the fluency of reading. With the feedback provided by the little leader, the students will read aloud again. With the little leader providing timely feedback, the students are able to improve on their reading fluency. (Poh Khim)

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Students displaying their understanding of the passage on Padlet

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This is a middle ability class. Students were given a comprehension passage.  Teachers grouped the students accordingly for them to explain 5W1H of each paragraph.  The students were fully engaged in their discussion before they can list down 5W1H in the Padlet. Teacher select and sequence learning content appropriately to motivate and help students learn better. Although it is a simple 5W1H, teacher is able to help students acquire content to achieve their understanding of the passage. (Poh Khim)

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P1 Creative Dance with NLP in mind (Magical Bean) - Lihwa's feedback on Karen's lesson

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P1 Creative Dance with NLP in mind (Magical Bean) - Lihwa's feedback on Karen's lesson

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Started with Video watching to show students how bean grows. Video shown allow students to link and have an idea what they pretending to be.

Students were able to be unique and creative as they grow into the tree from a bean.

The music has changes that allow students to ponder and consider the mood change and dance according to it.

Overall, students enjoy and achieve the outcome and able to state the teaching cue although teaching cues was not explicitly stated in a direct teaching manner.

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Students were engaged in their discussion

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The teacher was conducting an activity where students show their understanding of the words. Students introduced the vocabulary words and explained the meaning.  Then they were grouped in 3s.  Each student was given a task to complete by drawing, writing a sentence and acting.  They enjoyed the whole process and were fully engaged during the lesson.  During students' presentation, teacher also corrected and explained if the sentence was incorrect.  Students are confident and they are able to point out when the sentence was incorrect and areas to look out for when writing a sentence.
(Poh Khim)

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Students were engaged and on task as Kumaran checked on their understanding via questioning. Despite a short, 30-minute lesson, Kumaran corrected misconceptions, built on their responses, and injected levity through humour :) Thank you for sharing your classroom with me! (Eugene)

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Safety briefing was done to remind students to be aware of what to do and what not to do.

Teacher used part instruction to facilitate students to be ready for science experiment.  Apparatus were given progressively to ensure safety and order.  Teacher called up student from each group by using various prompts such as "the tallest in group", "who stays the highest floor" etc.  The prompt created conversations that prepped them for discussions during the experiment.
(Aza)

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It was a lesson on answering comprehension questions. Students were grouped together to look at the given questions with wrong answers. They have to discuss and come up with the correct answers. Collaboration is evident during discussion. The students are motivated and there is ownership of their learning. Students made use of the criteria stated to look for the mistakes in the comprehension answers.  Thereafter students have to show their answers and explain why their group marked it that way.  Members from other groups can raise their objections or feedback.  It's a good and interesting way to elicit students' responses.  Students can learn well in such a non-threatening environment.
(Poh Khim)

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Pinggan Sihat Saya - P2ML My Healthy Plate

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Pinggan Sihat Saya - P2ML My Healthy Plate

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A few weeks ago, I spent a lesson with my P2s on the use of Seesaw - the tools available - and they tried exploring the app themselves. For the P2 unit on healthy lifestyle, after creating a healthy plate plan, they made their own miniature clay plate and then we wrote a simple script based on individual plates. Using the Seesaw app, the students recorded themselves talking about their plate. Though some decided to stick to the plan and read from the script while video recording themselves, there were some who ditched the script and freestyled their own presentation. Either way, this was a good platform for students to practice their speaking skills as they tried their very best to present their own creations. - Suhainis

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Learning from the teacher
- The use of welcome song to build PCC and tuning in is nice and warm. It created opportunities to do link movement to the song too. And the kids are attuned to the clapping and song as part of attentional signals when the students got too excited.
- It is interesting for teacher to use pictures as well as observations of objects in class to activate prior knowledge and arouse their interests to the learning objective- high and low pitch
- I learnt that frequent exposure to the notes/ pitch of music is the key to learning to help students develop good listening skill and thinking skill to categorize the notes. Like the students, I had fun identifying the pitch/ note by listening to different music. (Karen)

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Teacher utilizes the use of iPad and Padlet for planning of Gym routine for P6. Students working in group to design and plan their group routine using written guidelines given by teachers. Initial planning is done on individual paper as a group.  Students than proceed to upload their final group planning onto Padlet.  This will avoid issue such as lost of paper in the future.  Students in a group can also access this routine anytime if they want.  Other groups may view and comment on others too.
(aza)

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Hook activity to arouse interest and generate understanding

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Hook activity to arouse interest and generate understanding

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Beginning of a new chapter in a CL lesson. The teacher generated interest and conversations among students through the use of personal stories on a gift to learn about the meaning of a new word 'precious'. This allowed students to make meaning of the word and a great way to build relationship among peers as well. Teacher also encouraged self-directed learning by role modelling and imparting research skills to students so they can self-help. I learnt that we can make use of class dojo to pick students randomly for responses. There are elements of fun and play when the student is asked to nominate another peer to answer. (Karen)

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Learning from a PE lesson on throwing of ball.  Teacher gained students' attention by showing explicit example on how to dribble a ball and activated the students' prior knowledge.  Then teacher asked what they can do if they were not able to dribble to elicit students' responses.  Students were able to provide the correct answers.  Instructions were given to students to pass the ball to their partners across the hall.  It was interesting to know that each group of students will have a different set of route to take.  Not only do they need to pass the ball to their partner, they also have to be aware of their surrounding so that they will not hit one another.  The activity was challenging as they students will need to pass the ball and reached their assigned destination, yet keeping a lookout of their surroundings.  After the first round, teacher provided feedback on what was lacking and areas for improvement.  The students' throwing and observation skills improved during the second round after the feedback.
(Poh Khim)

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Providing to Build Students' Confidence :)

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Providing to Build Students' Confidence :)

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The KP who graciously opened her classroom to me was conducting Show-and-Tell with her students. She engaged them in peer assessment and gave them air time to justify their assessment of one another's performance. Her students were able to assess one another quite accurately even though they were in the Lower Primary block :)

For her quieter students, she provided a microphone to give them confidence to be heard by their classmates. She used questions to guide and encourage the students who require more support. By giving them confidence, the KP is building their motivation to learn :) (Eugene)

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A P2 Malay language lesson on writing skills. Teacher was effective in using differentiated instructions to achieve the learning objective (Write complete sentence based on given topic). She managed to tier the activity by level of scaffolding based on the profile of her students. She tiered the activity using 3 different degrees of scaffolding. Students are assigned the task according to their need for support. This enables the LP students to be successful in their task by providing a higher level of scaffolding, greater structure, and more direction. Other students who require less support were provided with less structure by the teacher. The DI lesson was designed to ensure that the same LO was achieved by all the students. (Michael)

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The KP who graciously opened her classroom used a Bingo game to engage her students in word recognition. Her class of LP students were engaged and were game to try. Thank you KP! (Eugene)

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Positive Classroom Through Humour and Questioning

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Positive Classroom Through Humour and Questioning

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The KP who graciously opened her classroom to me demonstrated openness and humour, drawing upon students' responses to draw out their understanding.

One of the most memorable statements was, "The worst thing that can happen to you if you get things wrong is you get laughed at." Her lighthearted and gentle way of putting it across is assuring for students, even the shyest ones :) (Eugene)

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use of visual cues and instruction in PE

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use of visual cues and instruction in PE

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Used of visual in PE lessons to provide instructions, teaching points and check for readiness.  Very useful as students will be able to refer to something that might provide better clarity to those who prefer visual cue.

Teacher also infused story/games in teaching  movements to lower primary students.  These created interest among the students and increased students' engagement.
(aza)

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Providing clear explanation and students' engagement

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Providing clear explanation and students' engagement

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It was a lesson on corrections. Instead of just asking them to do corrections, the teacher spent time to explain in detail the common mistakes made by the students and areas to look out for when doing their work. It was not a teacher centered lesson as teacher engaged the students in the discussion and areas to look out for when doing their activity book. After discussion, teacher wrote down the main points of discussion on the whiteboard so as to reinforce their learning.

Learnt and saw the benefit of getting students to look out for mistakes and provide the correct answers. In this way, they were more engaged and less likely to make the same mistake again in their work.
(Poh Khim)

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FA strategy used at the start of lesson.

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This was done with the class to allow students to review learning and teacher was able to assess where they are at. When the answers were false, students need to give an explanation and provide the right answers. Of course, this strategy might not work for some classes where students are not confident or don't feel safe of the environment. So, building PCC is the key!  And I'm sure some will have other FA methods with your class.

Learnt and saw the usefulness and effectiveness of role assignment in the science lab too. In each group, every student is number off. And teacher assigned roles to each number e.g #1 to collect sample; #2 to check noise leve etc. Works well especially in a congested room to inculcate responsibility.

And I leant abt this inquiry method 'Predict-Explain-Observe-Explain' used with the HP class to work on critical thinking. New to me and i shall try it.
(Karen)

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Students in P5 got to use the teaching action "I notice, I wonder" during one of their math class on fractions. The students took a while at first to write down what they notice and wonder but eventually they got down to the task, writing what they noticed and wonder. The teacher got each group to then present their write-up, which enabled the teacher to have a good and meaningful insights to the students' prior knowledge and misconceptions about fractions. A good strategy to use to help inspire a sense of curiosity amongst the students and to make their thinking visible. (Michael) 😉

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Teacher demonstrated to students  metacognitive awareness and regulation while solving word problem involving ratio. Teacher used thinking aloud strategy to show to students how to use effective questions to select appropriate strategies to solve the given problem, as well as how to determine that their answer is correct.  (Michael)

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Teachers can use this website for teaching the topic on time.
Using this website is useful as it shows the analog clock as well as the digital (with an option to show digital time).
Teachers can use this to demonstrate 60 minutes in an hour and how the hour hand moves once the minute hand has gone through 60 minutes. Teachers can also use this clock to demonstrate relationship between a time line and duration of time as the minute hand moves.
Teachers can also use this as a peer assessment activity for students to check if their friends knows how to read time to a minute or otherwise.

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Interactive Clock | Telling Time | Analog & Digital | Toy Theater

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Use the online teaching clock for a fun digital experience with your students. Students can learn to tell time with both analog and digital clocks!

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Alison - Planning of Gymnastic Routine P2 

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Alison - Planning of Gymnastic Routine P2 

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Students are given the option to write or illustrate  in their plans.

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I’m amazed at how our students are able to think through their movements and plan out their routine. We should never doubt that our students are too young. This was done after one period of planning our very own ‘2di class gym rountine’ as a class. After which the students planned their own routine the very next lesson. You can see how students even drew out the mats and planned out where they start and end, the number of rolls etc. in order to make sure they have a smooth transition between each movement. 

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Alison - Planning of Gymnastic Routine for P2

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Alison - Planning of Gymnastic Routine for P2

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Thank you Priya for opening your classroom :) I learnt how we can introduce a bit of controlled randomness as we get our students to expand sentences in pairs. Will adapt this for my P6s!

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Brainstorming for composition (Poh Khim)

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Brainstorming for composition (Poh Khim)

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Students were grouped in groups of 4 to discuss on the composition given.  They were to discuss and brainstorm ideas and good phrases and vocabularies.  Then they made use of what they have input in the iMTL mindmap and came up with a group composition.

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Assessment on students' learning need not be boring. We can make it fun and enjoyable while we assess their learning. After teaching them, I made use of Blooket to assess their understanding on their vocabularies. To add on to the excitement of learning, they are to answer my questions and yet tried to encrypt their classmates' password and win over some cryptos. Learning can be fun!

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A simple lesson of folding banana leaves for nasi lemak. In Unit 5, students learn about some Malay traditional food. For Lesson 2, they watched a video - Nasi Lemak Daun Pisang - where they learned about the traditional way of preparing nasi lemak.

Initially, I had wanted to buy some banana leaves (previous batches of students got to use them for hands on lessons). But as I was unable to get my hands on any, decided to replace some green paper (good since lesser risk of tear too). We looked at some banana leaves online, drew the veins to make them more realistic. The students then listed down the side dishes present in a nasi lemak. They drew the side dishes and pasted them on the 'nasi'.  I gave them coconut flavoured swiss rolls to become the 'nasi' part since nasi lemak is essentially made from coconut. Then we folded the 'leaves' using the song from the video - Fold right, fold left, fold to the back. Fold left, fold right and fold to the back again (in ML-lah).

Ta-da. 'Nasi lemak' in 'banana leaves'.

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Malay Language/ P3 Cendekiawan - Cikgu Nisa

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Malay Language/ P3 Cendekiawan - Cikgu Nisa

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Using of Padlet for Oral

Students record their reading and upload the recordings on Padlet. Students can listen to their peers' recording and give encouraging words in the comment.

Before students give comments to their peers, they are briefed to give comments according to the rubric/checklist given to them at the start of the lesson. This is to ensure no nasty or nonsensical comments posted (Cyber wellness education instilled) They must also write their names beside their comments, getting them to be responsible for their comments.

This Padlet canvas is specially created for Oral purpose. The Padlet is made available for students and parents to use as a revision guide.

https://padlet.com/khairunnisa_mohd_isa/3Cendekiawan_Lisan

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Malay Language/ P3 Cendekiawan - Cikgu Nisa

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Malay Language/ P3 Cendekiawan - Cikgu Nisa

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Students Engagement - using coloured ice-cream sticks for Kahoot game

I tried using coloured ice-cream sticks to play Kahoot with my P3 students instead of using iPad or tablet.

Each student was given 4 coloured ice-cream sticks according to the colours of the Kahoot options. They wrote their names on each ice-cream sticks and they were told to safe keep the sticks for future use.

Students are excited and engaged throughout the activity. They showed confidence as they scrambled to raise the right coloured stick for each question.

Conclusion:

Physical manipulatives, in the context of education, are physical tools of teaching, engaging students visually and physically with objects such as coins, blocks, puzzles, markers, etc. The use of manipulatives is constructivist because students are actively engaged in discovery during the learning process.

According to education professor Dr. Jean Shaw, manipulatives are effective for the following reasons: they are multisensory, they represent ideas in more than one way, they promote communication among students, and they increase confidence, leading to lessened confusion and deepened understanding.
(Source: https://study.com/academy/lesson/manipulatives-in-education-definition-examples-classroom-applications.html)

No doubt, technology makes learning fun. Combining the use of technology and alternative manipulative to vary our teaching will cater to the different types of learners. This will definitely benefit all our students in the class.

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The P5 Budiman students got very excited as I walked into class with the KATAPAT papers.

I explained to them that this time, they will work in pairs and will be assessing each other. They grew even more excited.

This is how Peer Assessed KATAPAT works:
Students work in pairs. Each pair will take on the role of player/ marker. Round one, player will stand and face the back while I flash the first word to the marker. They then start to play. The marker will mark by using a pencil to circle the right letter at the wrong place and a highlighter to highlight the right letter at the right place.

Once all are done with the game or the time is up, the pair change roles. A new word is given and they start the second game.

This worked so much better than if the game was played individually, with me marking each and every piece of paper.

I shared with my Malay Unit and the teachers were excited to try with their respective classes.

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The past month, Wordle has taken the world by storm. It is a word game fashioned after an old IQ game called MasterMind.

In Wordle, instead of guessing the colours, players guess the word of the day/ letters. No clues are given. Players start with a five letter word (some players pick the word at random, others strategise by picking a word with a lot of vowels or frequently occuring letters in the English language.

A bot will evaluate the given word and provide clues to the player for the next guess. Wrong letters are coloured grey, right letters at the wrong places are coloured yellow and the right letters at the right places are coloured green.

It is a fun game that challenges the mind. Players have to work out numerous configurations in their minds, working with the letters and clues. It is a good mental workout and also helps to improve one's vocabulary.

Now, how did we apply this wonderful Wordle game to our Malay Language students?

Mdm Suhainis had the brilliant idea of playing Wordle with her P4 Cendekiawan students. She played a word, to be solved together as a class. Her students loved the activity. Mdm Suhainis shared with our Malay Unit and I decided to try it out with my P5 Budiman students. One difference I made was that the students have to solve the word puzzle individually, like the original game.

Students were given a piece of KATAPAT (Malay version of Wordle - KATA + TEPAT = KATAPAT) paper as shown in the picture above. After each line, they come to me to have their attempt checked. I used yellow and blue highlighters for the indications. They then return to their seats and try again and again until they arrive to the right answer.

Everyone had fun. I was quite pleasantly surprised at how well the game went. Initially I thought some students might not know how to play the game but they took to it like duck to water.

One problem I faced was that at some points, the queue to get their papers checked got too long.

I was thinking, maybe next time, I can get them to work in pairs, and they can assess and evaluate each other.

I will try this the next time and will report the results soon.

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Hi everyone just to share. I usually have difficulty getting lower primary to create a routine as they are quite shy. So I tried today. Ask everyone close their eyes to create their own balance. That worked well! So I tried to get them to do the same and close eyes to create their own 2 item routine involving balancing on diff body parts. This vid is one with symmetric and asymmetric balances. I’m surprised how well it turned out with their eyes closed. On a super plus side, class management was non existent because they were so focused!

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bro kumaran made it a routine for each student to place her/his bag on the floor, leaned against one of the table's front legs, instead of at the side of her/his chair 🪑 ... this routine prevents students and teachers to accidentally kick a bag and stumble while walking along the aisle 🤕 ... from then on, i make it a routine in my classes ... awesomexcellent, bro  👍🏽!

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The use of CPA to help students with their conceptual understanding. According to Jerome Bruner, children need to experience a mix of three modes of learning to construct knowledge. This is so important when it comes to learning of mathematics.

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Rubrics such as this can be used for self-assessment to foster ownership of learning as well as self-management and self-monitoring. These are some aspects of being a self-directed learner.

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"excused kids" can be helpful. They are super cold and passive defenders. Just stand there with their arms outstretched (scarecrow defenders) or Crab defenders (move slowly sideways). But gotta remind a few over-zealous ones.

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Mini intergroup competition to practice accuracy for chest/bounce pass. I like to use mini game to encourage cooperation within group and promote healthy competition among peers.

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To use this tool as one of the AfL strategies, assign a rep to put up the plickers in the same format and plan for self assessment for a unit of lessons. 

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Part of preparation to empower students to be responsible in their own learning.

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Helpful when PE venue comes with projector and screen. But even if we don't have one, portable whiteboard will work equally well. While students self-assess their qualities in landing using plickers, I did teacher assessment for travelling through scaffolded tasks. Landing softly with good control is a critical feature in jump, thus the plan to have the students to self-assess and internalize it.

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Sample of learning targets and success criteria.JPG

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Students evaluate the quality of writing by referring to a rubric to assess its content alongside its language and organisation. After each student has completed the evaluation, the whole class uses the ABCD cards in the Student Handbook to share the bands awarded and discuss the merits and areas for improvement for the piece of writing.

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Use of Mini-whiteboard for AfL in Mr Png’s P4SA math class.

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The mini-whiteboard can be used for teacher assessment, peer assessment as well as self assessment. A versatile tool that encourages students’ participation and engagement.

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PE rules in physical form for students to see. Good way to remind and motivate students to behave during lessons. Can also acts as reflection corner for students who misbehaved.

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Context of this class is that it is a HP class with strong TSR and SSR and these relationships take time to build.  Some interesting and effective strategies applied by the teacher:
-  Strategic in the grouping for collaboration. Every group will have a 'mentor' to help the rest and an 'extrovert' who will help to raise members' thoughts or questions.
- checking for understanding on the previous topic in beginning of lesson so to help them draw connections to current topic.
- Generated curiosity when students were asked to observe and write down as many things as they could using the magnifying glass. They were questions generated by students on " I wonder" at the end of lesson and they were prompted to research on these questions.
- Personalised attention to the weakest one in each group to check their understanding while the rest continues with the collaborative work. (Karen)