# data[].attributes.body
1. Learning from Umar and Danker’s lesson, I learned about those students who are observing are to use a worksheet to record their observations so that they can help their peers improve in their game. The observers are participative and the peer evaluation creates a supportive environment to help each other improve. This improves teamwork and bonds within the class.

2. Peer evaluations and good feedback are helpful to students. However in order for students to give quality feedback they must be guided. Hence I would like to think about how can they be guided to give quality feedback and to be used in my class.

# data[].attributes.body
1. "Learning thru Play" - the essence is to design and deliver lessons that would engage the students, embedding opportunities for them to be actively engaged, time and space to consolidate and reflect on their learning; need to know the profile to learners to try and cater to varied learning styles and/or their additional educational needs.

2. Continue to keep learning to reskill and upskill pedagogical skills to be more effective in teaching profession in various roles.

# data[].attributes.body
Zhiyun

2) To look at "Questions drive thinking and learning" and consider how we can ask questions to stimulate their thinking and learning.

# data[].attributes.body
D&T PLT: I could try to brainstorm on the possible challenges faced by students (emphatize) in learning, and think of possible solutions (prototype) to help them overcome those barriers. E.g. Special Education Needs, etc

# data[].attributes.headline
Applying chatgpt to enhance students' questioning 

# data[].attributes.subject
Applying chatgpt to enhance students' questioning 

# data[].attributes.body
I may try using chatgpt to promote questioning in the mathematics class which may also improve students' way of asking close ended questions.

# data[].attributes.body
MT Dept PLT on ChatGPT

One idea I got from the sharing is the idea of documenting students’ thought process while solving real-world problems. The documentation can be broken down into different steps: Identifying the context and problem, What their first step would be, and How they would continue it. It does not need to be calculations, and they can explain it using words. I think this would help in their problem-solving skills.

# data[].attributes.body
Zhiyun

1) That students (with or without SEN) can be easily distracted or frustrated when they are unable to focus or understand the assigned tasks.

Provide an overview of the lesson and write down the expected time on the board as a visual cue and reminder

break down complex questions into smaller, bite-sized parts. Consider giving MCQ for students to scaffold their learning

# data[].attributes.headline
1. I like that part on the use of chat gpt for lesson. We can explore the use of this for maths. It can be used as simple task activity for maths real world context discussion. 

# data[].attributes.subject
1. I like that part on the use of chat gpt for lesson. We can explore the use of this for maths. It can be used as simple task activity for maths real world context discussion. 

# data[].attributes.body
2.Use of chat gpt for class discussion. Explore simple task to introduce real world context of topic

Lily

# data[].attributes.body
Could try the same experiment in the class to help other students be mindful and more tolerant towards other SWANs. At the same time, work with the SWANs to know how else we as educators can help in class.

# data[].attributes.body
I may try having a shoulder partner in the class to provide feedback on the mathematical workings (in terms of accuracy, maturity of steps etc) on their classmate. However this also depends on whether they know what feedback to provide and what not to provide. An examplar may be provided.

# data[].attributes.body
Questions for reflection

1) How do I implement one idea (from the PLT sharings) in my classroom? Elaborate on your idea.

2) How do I implement one idea (WPS - Greater Capacity, Adopt New Mindsets, Hone Skill Sets) into the department? Elaborate on your idea.

# data[].attributes.body
Give assignment contain basic questions and sightly more challenging to help them gain confidence in the content.

Tom

# data[].attributes.body
Give assignment that is of say about intermediate level to ensure that it is challenging to the students.

Zhi Wei

# data[].attributes.body
It will be good that we also ask students about their interests and about the type of activities that they like so that we can prepare meaningful tasks related to their preferred activities. However i am also mindful that such activities can be very time consuming.

Tham YH

# data[].attributes.body
Break down a complex problem into small parts and get students to collaborate/discuss.

Use real world context questions that are relevant to the students' experiences.

Zhiyun

# data[].attributes.body
Question: ​

​

What is one actionable step you can take to implement the CAR framework and ensure your next lesson plan's assignments are both purposeful and meaningful for your diverse learners?​

# data[].attributes.body
1. DI conducting teaching and learning to diverse needs of students.

2. As the curriculum is tight, DI may need the help of partner.

3. Time consuming to prepare.

# data[].attributes.body
1) Tailor lessons to meet the diverse learners in the classroom to meet the same learning objectives.

2) Typically, during class practice, teacher ask scaffolding questions to support the LA students while allowing the rest to work independently or in pairs on the practices. Then invite them to present work on the whiteboard.

3) For express /G3 classes, the tight syllabus and time constraints posed the greatest challenge to implement the ‘more’ -in-depth kind of DI lessons. Whereas NT/G1, students’ irregular attendance and academically very weak, generally required teachers to scaffold lessons for all. GRR approach perhaps is the more effective teaching strategy for them.

DI resources are also limited.

Siew Lan

# data[].attributes.body
For 1G3 Math- in term 2, After HBL or when teaching familiar topics taught in primary school, quizzes were conducted via Classpoint to activate prior knowledge.

Students were given wait time to work out in their exercise book individually or pair discussion before submitting their responses. MCQ type and free-response type of questions were administered.

Stars are awarded. These stars are accumulated over 3 weeks. Leaders board are displayed at the end of each quiz. Generally, students are excited to receive stars. Prizes to be worn for the Top 5 winners.

Siew Lan

# data[].attributes.body
1. Divide students into small groups based on their readiness levels. Advanced students work on challenging questions, while struggling students receive additional support. Break down complex questions into smaller, manageable steps, providing guidance as needed.

2. Student engagement increased by encouraging peer tutoring and collaboration, where students learn from and support each other.

3. Time consuming to develop personalised learning plans for each student, incorporating their strengths, areas for growth and goals.

# data[].attributes.body
Use of DI strategies in lesson

1) Deliberately incorporating mode DI tasks into lessons through the use of customized WS for certain topics.

# data[].attributes.body
Question 1

Use of DI in lessons

1) Tic Tac Toe WS implemented on certain topics such as Indices etc

2) use of video hints to support lower ability students through customized WS

Question 2

I find it beneficial to help support the class with diverse learning needs.

Question 3

1) Time to prepare the resources

# data[].attributes.body
1) Continued with the use of one note for lesson and students like it.

2) use of hints through the use of video lesson to support students

3) use of GeoGebra to introduce graph concepts

# data[].attributes.body
1. Enabling different profiles of students within a class to learn and progress to the same endpoint eventually.

2. Differentiated work assignments, adapt and scaffold teaching approaches to facilitate learning and mastery of concepts.

3. Availability of time esp for express. & resources

# data[].attributes.body
1) Helping students and giving them the required level of support to aid in their mastery of the concepts

2) Not frequent, as majority of students go through the same set of questions. However, instructions/explanations will be differentiated for various levels of learners.

Or can consider stretch tasks for higher ability learners, in SLS lessons.

# data[].attributes.body
Used questioning technique to elicit responses from students.

Used a pre-recorded video as a way to prompt student's thinking and ask them questions.

Tham

# data[].attributes.body
GRR - help to build students' understanding of concepts and its applications progressively as they transit from passive learners to a more active learning mode, cultivating their confidence and motivation to learn, practise and master the contents.

# data[].attributes.body
SLS Math FA for percentage. generally quite accurate. students were also reminded the importance of using the tool properly to benefit from the feedback it provides how.

Classpoint for quick AfL

OneNote Class Notebook to replace GC. It offers live updates, making it easier for students to stay on task. One great feature is that absentees can quickly check what they missed, helping them catch up more efficiently.

# data[].attributes.body
1) Teaching Scratch allows me to use DI in my teaching. I use DI in terms on content delivery.

Example setting position of sprite, I will not ask them to follow my numbers on my screen but instead they are allowed to use the value close to mine.

When moving the sprite, I let students decide on the wait time.

DI in product can be seen in the recent WA2 question. As long as students are able to meet the criteria of moving the sprite to a position, i am fine w them using any code as long as it make it moves to the desired position marks will be awarded.

2) I do not see it as a DI journey. I see it as how to make students learn the content.

3) NT students need a lot of structure and guidance when we teach them. I think once they are able to grasp the concept. Then they will be more comfortable in giving different answer. They have little faith in themselves and need a lot of our affirmation. Whether using DI or not is not my focus. DI is good for those with higher abilities and dare to explore. They need to get use to a system or grasp the concept before DI can really come into play as they are pretty timid in trying out different things. They need a lot of encouragement for them to know that they can do it.

# data[].attributes.body
Cooperative learning

learning in pairs or small groups. Assigning different questions to each student and getting them to "teach" their partner/group

Talk Moves (Repeating/Explaining/Wait time)

after teaching a concept, get students to repeat/explain the concept to one another to reinforce learning

giving wait time (to pause at different points of the lesson) for students to process what they have learnt

# data[].attributes.body
1) DI is to provide different scaffoldings to different groups of students while achieving the same objectives.

2) Frequency is not that high as it takes time and effort for pre-assessing, preparation work and follow-up action after that.

3) Time to prepare

# data[].attributes.body
~On DI

Frequency: not that often intentional because usually the class will progress from basic level of questions to intermediate & sometime difficult questions.

Challenges: time consuming on preparing different sets of questions for a single subtopic. Have tried subgroup in SLS.

# data[].attributes.body
DI allows students of different capabilities to learn at their own levels.

I gave students times to practise questions of different difficulties and approached me to guide them in their difficulties or misconception.

Time is needed to set up in SLS for DI and i hope to tape more on SLS.

# data[].attributes.body
I've tried the following:

1. DESMOS for plotting of graphs.

2. Geogebra for demonstrating angle properties of circles

3. SLS Feedback Assistant on algebra.

4. Kahoot

5. Transum website

Tham

# data[].attributes.body
1. preparing lesson such that it caters to the diverse learning needs of the students in the class.

2. Encourage the better students to complete the challenging problems in the workbook. Whereas for the rest of the class, these problems will be optional for them

3. Quite difficult as there are already so many questions to cover in the workbook.

-jaclyn

# data[].attributes.body
Classpoint - a user-friendly tool to engage students during lessons and monitor their learning progress in-time to enable to teacher to identify and close the learning gaps promptly, rectify misconceptions and reinforce the key points promptly.

SLS FA - a helpful feature to provide randomisable topical questions to facilitate learning and mastery of concepts and build procedural fluency.

Chua K E

# data[].attributes.body
Using both Classpoint and Peardeck for lessons, as each one has its strengths. Classpoint is useful for teachers to demonstrate/explain questions directly using the whiteboard function. Also students can directly upload images of their work (in notebook) to share with the class. Peardeck allows students to go through the lesson at their own pace (can choose the option at times) and students can directly access weblinks.

# data[].attributes.body
Pairwork / Groupwork activities aim at increasing engagement level in lesson or aim at helping the LA students.

students can group themselves when the aim is to ensure students are engaged in learning a new content

Teacher pair / group LA with MA or HA to help the LA students.

# data[].attributes.body
1. I mainly differentiate instruction based on student readiness.

2. While the sec 1 are generally cooperative, I have observed that they tend to require very specific instructions to carry out tasks successfully.

# data[].attributes.body
1. The tic tac toe worksheet is the most frequently used mode for DI. Although students get to choose the questions that are pegged to their level of readiness, it is not known how it really benefit them in terms of their weighted assessment and exams.

2. Due to time constraint, it is not really frequently used as there are already many questions in their workbook to go through.

Tham

# data[].attributes.body
Have used the ebook embedded interactive tools like graphmatica for topics like graphs and will use geogebra for polygon like angles properties.

Also started using classpoint as the class feedbacked that is more engaging than Peardeck.

# data[].attributes.body
Tried out a mini differentiation exercise on SLS FA with the students for revision. Will be sharing the SLS package in SLS with the dept. Need to really think through the hints and common misconceptions students have when selecting the questions as the AI Gen can provide "uncommon suggestions /presentations" that may not align that well.

# data[].attributes.body
1) - providing a basic level of support for all

Providing support for students who might need more help

Selection of questions

2) - perhaps I could review tasks for students who are already more proficient in the topic

3) - time constraint and monitoring

# data[].attributes.body
1. I used DI through scaffold worksheets to help the LA students to better process their thinking behind each POA questions. This is helping them to think aloud with specific instructions. As for the HA students, higher-order thinking questions is one of the method of DI to engage them to do more thinking and processing their thoughts aloud when they solve the questions.

2. DI journey was tough to start as there are different levels and aspects of preparation work that needs teachers to think ahead and plan strategically before deploying the resources to the students.

3. DI questions can be rolled out to students rather well however answering their queries will still be challenging. Hence providing answers on padlet helped the students to refer and be assisted as a quick fix.

# data[].attributes.body
SLS (Maths Feedback Assistant) to expediate marking for easy expansion and factorisation questions and for students to be self directed learners

Geogebra (graphing calculator) for students to explore the effects of a and b on quadratic function y=ax+b

Classpoint / Peardeck / Kahoot for lesson engagement

# data[].attributes.body
OneNote is a versatile app that enables students to easily reference their notes after lessons, promoting effective revision and understanding. Its accessibility also benefits absentees who can catch up on missed lessons by referring to the comprehensive notes stored on the platform. With its organization features and cloud storage capabilities, OneNote ensures that students have a reliable resource to support their learning journey both in and out of the classroom.

-Mr Chng

# data[].attributes.body
Classpoint is a powerful tool that enhances student engagement by offering a system of rewarding stars. This feature incentivizes pupils and fosters their interest in mathematics lessons. Classpoint transforms learning into an interactive and enjoyable experience for students.

-Mr Chng

# data[].attributes.body
1. What is DI to you?

(Consider specific examples from your own teaching experience or observations to illustrate your understanding of differentiated instruction.)

2. How is your DI journey so far?

(Share the frequency of adopting DI in your classroom and its

impact on student engagement and learning outcomes.)

3. What are challenges you face in adopting DI in your classroom?

(Share the constraints and difficulties you face, or areas for growth in carrying out differentiated instruction in the classroom.)

# data[].attributes.body
GREAT routine is an excellent school prompt to use before the start of each lesson. Students to do REAT before greeting teacher.

In addition, whenever group activity is conducted in my classes, voice level is always an issue for me. Students' voice levels get higher as the activity progresses. Very often, I have to raise my voice to quieten them down or switch off light to signal to them. Perhaps I can explicitly teach them what do I mean to keep the voice volume at 1, 2, 3, 4, or 5. Then put the teaching into practice.

Siew Lan

# data[].attributes.body
I try to make sure that everyone is ready at their seats, especially when they come in from different classes. I would stand at the front of the classroom and signal to them to get ready. This might take some time.

I hope to use the timer as suggested by Xin Yee for students to get ready.

Zhi Wei

# data[].attributes.body
Ensure routines are simple to follow and explain the rationale to students. Always practice and reinforce and it will soon become a habit.

Sheryl

# data[].attributes.body
For my Sec 1NA and 2NT classes where students are new to me and they comprise of students from different classes, i get them to sit in columns according to their classes so as to facilitate attendance checking.

Paul

# data[].attributes.body
I will ask the Chairperson to tell me who are absent on that day.

I will also wait for the class to settle down, inform the students to check their attire etc before greeting.

Tham

# data[].attributes.body
To have a common school routine so that all teachers can reinforce during lessons.

Easy to reinforce for students as the same language is used through the school.

I usually get students to check on REAT before I greet them.

Zhiyun

# data[].attributes.body
To establish and sustain effective routines entail sustained deliberate effort to

• Practice and reinforce it firmly.

• Give prompt reminder and affirmation.

• invest time and effort to establish expectations and routines at the beginning of the year, so as to cut down and save down time in the long run.

Chua K E

# data[].attributes.headline
Weiyi - Topic: Setting expectations and routines

# data[].attributes.subject
Weiyi - Topic: Setting expectations and routines

# data[].attributes.body
Using ”What Should You Do?” conversation starters to help students get involved in classroom discussions about rules and procedures and encourage positive behaviours.

# data[].attributes.body
I would greet the pupils, but before they are seated, they are expected to have the Right materials, Environment check, Attire check, while I check their Attendance.

In this way, when they are seated, I know they are all ready for lesson. I will then handle those pupils who are still standing (usually Right materials issue).

Mr Chng

# data[].attributes.body
Adopt gamification strategy to revise lower sec topics such as Polygon, Mensuration and Map Scale. It certainly excites some students who are competitive while for the rest would be a good tool to check their understanding. The data collected (bar charts) enable teacher to give immediate feedback to correct misconceptions.

Siew Lan

# data[].attributes.headline
Geogebra - Use of ICT tools to foster mathematical thinking

# data[].attributes.subject
Geogebra - Use of ICT tools to foster mathematical thinking

# data[].attributes.body
Used geogebra to facilitate guided inquiry about the symmetric properties of circle. The objectives are to identify the relationships of perpendicular bisectors of chords and equal chords and the corresponding conditions. To facilitate the transfer their learning in the ICT environment, students are instructed through an activity structure with integrated use of use P&P and ICT during instruction.
The ICT tool enables formative assessment in the classroom by giving students instant feedback that can help them adjust their learning strategies to achieve the learning objectives. It also fosters metacognition and support assessment as learning as students evaluate their cognitive processes through reflecting on their prior knowledge and feedback to construct and extend new understanding.

# data[].attributes.body
This was first introduced to class 204 to make thinking visible. They went through a video introduction in SLS after which they had one lesson on how the flow chart works. It was not easy as it was their first time doing and even as a teacher we may also find difficulties in listing down the steps.

# data[].attributes.body
Use of transum maths as additional revision for students in algebra

-Lily

# data[].attributes.body
During one lesson on hire purchase, an investigative task on selection of car with budget was provided. Students work in pairs for discussion and comes to conclusion on which car to purchase. They see meaning in learning the lesson.

-lily

# data[].attributes.body
When teaching the value of probability,
taught them the concept of fair dice etc to bring in  values

Lily

# data[].attributes.body
Used of pre recorded lesson to teach construction so they can understand at their own pace

Lily

# data[].attributes.headline
Use of geogebra to explore graph concept to let them understand quadratic graph. 

# data[].attributes.subject
Use of geogebra to explore graph concept to let them understand quadratic graph. 

# data[].attributes.body
Lily

# data[].attributes.headline
Retrieval Practice Strategy For revision/classroom discourse with focus on going through questions.

# data[].attributes.subject
Retrieval Practice Strategy For revision/classroom discourse with focus on going through questions.

# data[].attributes.body
Start with “What did you do last lesson/know about this topic?" Students then take a mental walk and jot down notes that they knew or some key pointers related to the topic.

Then teacher then moves on to revise the questions and worked out solutions and/or further practice.

Along the process, students recognize how something new fits into, alters, or exposes a gap in their existing knowledge and conceptual understanding. It would reinforce the understanding and retainment of learning of concepts and enable them to identify the forgotten or missed out key points/insights and plug the gaps to ensure that they have deeper learning and better mastery of the topic. Durable learning takes place when students use what they know and practice their knowledge

# data[].attributes.headline
Using Peardeck, at the end of a lesson, as an exit pass and evaluate understanding, get students to do indicate their understanding of the lesson. (I can understand, have struggle with some concepts, I do not really understand. Also to pen down the type of support or further explanation they may need. 

# data[].attributes.subject
Using Peardeck, at the end of a lesson, as an exit pass and evaluate understanding, get students to do indicate their understanding of the lesson. (I can understand, have struggle with some concepts, I do not really understand. Also to pen down the type of support or further explanation they may need. 

# data[].attributes.body
Can incorporate the values of responsibility when discussing about Hire Purchase and Taxation. The responsible use of money.
Zhiyun

# data[].attributes.headline
I find SLS package allows the students to learn at their own pace and modify some contents when necessary.

# data[].attributes.subject
I find SLS package allows the students to learn at their own pace and modify some contents when necessary.

# data[].attributes.body
For my NT classes, Kahoot is a good tool to use for revision on topics like approximation, integers, ratio, percentages and algebra where students were keen to go through and at the same practiced on basic mathematical concepts.

# data[].attributes.body
Responsibility
I share my homework excel sheet tracker with the class on their google classroom. It is their responsibility to check the homework tracker to find out what work is assigned and collected. Students are generally more responsible to complete their task on time. Students who were absent also refer to the tracker and submit their work when they return to school.
-Brenda

# data[].attributes.body
I use Google Classroom a lot for posting messages and solutions. It is a useful tool for offline communication with my pupils.

# data[].attributes.body
When teaching percentages, use the Singapore budget as a source to highlight that portions of budget allocated for Defence and Education will remain big portion for several reasons such as the beef up the defence capability of a small country like Singapore so much so we have the best Air Force in this region.
Education is also as important so that our labour force continue to have the competitive edge over others in term of knowledge and skill.

# data[].attributes.body
Recorded topical revision videos for A Math as students need more time to digest their learning at home.
Students reflected that the videos were useful. They prefer this instead of SLS lessons and have requested for it to be permanent feature for the whole year

# data[].attributes.body
Can do a lesson using Quizziz as you can incorporate questions in between the teaching slides. Allows students to check if they can apply what was taught immediately.

Zhiyun

# data[].attributes.headline
Using peardeck in lessons help to engage every student to check their understanding and for the students to have fun in learning. Content retention is better. 

# data[].attributes.subject
Using peardeck in lessons help to engage every student to check their understanding and for the students to have fun in learning. Content retention is better. 

# data[].attributes.body
Discipline, Responsibilities and Excellence are the 3 QSS Core Values I use a lot in my class. I relate to them the adults working life, where these core values are important for them to face challenges (key to success). Of course not forgetting Respect, where it is a very important interpersonal skill that must be practiced.

# data[].attributes.body
Relating topics to real world issues to bring in opportunities to bring in values for discussion. For eg, bring in the idea of usage of map grid reference to identity location which is crucial in military. Testing of team work and unity.

Lily

# data[].attributes.body
Previously i mentioned about familiarising myself with Google Docs in SLS but yet to try  it out with students. After i have tried it, it was not very user-friendly. In a group, it is hoped that every member can view and edit the same document at the same time. However, it is not the case as only one member can edit it and need to save as draft before the next member can edit it.
Tham YH

# data[].attributes.body
Students will fill in the model using information from textbooks/online resources. This is useful esp for geometry, like defining congruent and similar figures etc.
They can do it on peardeck or jamboard or slides and can share their version with the class and learn from one another.

Zhiyun

# data[].attributes.body
For my 1 Express maths class, value on responsibility is important where i always emphasise their responsibility to bring the right materials for maths lessons. I make it a point to check that they bring them for every lessons. I also highlighted it is their responsibility to put the right materials on the ir tables when i come in without me asking.

# data[].attributes.body
Google Classroom
I rely heavily on Google Classroom to distribute class materials. I used to embed recorded videos into SLS to monitor the class progress. However, my Sec 4 students feedback that they preferred to have all the materials in a one-stop directory (Google Classroom). Students are more directed as to where to look for learning materials.

They also take the feedback given on Google assignment more seriously than when I provide feedback on SLS.
-Brenda

# data[].attributes.body
Used word wall for revising trigo identities, trigo ratio. Very basic recap where students can do on their hp on their journey. Can also put time factor to be a mini quiz. Only setback is the use of notation, unless the eqn is a picture file that is uploaded.

# data[].attributes.body
Using Quizizz as exit card and check for understanding.

tse theng

# data[].attributes.body
Use of Geogebra to introduce quadratic graph to the class. They learnt to explore the properties.

Lily

# data[].attributes.body
This year I ask the pupils to see me face-to-face for worksheet corrections that need to be done. I direct the pupils the mistakes they made. Once they understood, they correct it with green ink. I find this more effective than writing comments on their worksheets. It gives an instantaneous feedback to the pupils.

# data[].attributes.body
Tiered WS according to the ability of the students. High ability group given some questions to challenge them. Weaker students given hint or videos with similar egs to guide them.

Lily

# data[].attributes.body
Values of Responsibility and Diligence (speed)
- responsible road user
- Joseph Schooling achieved his results from diligence and determination at a young age of 4

-Brenda

# data[].attributes.body
Use of geogebra to introduce quadratic graph. Students find it fun as they explore the how the graph changes.

# data[].attributes.body
Zhiyun shared about using her class both A/EM WA1 to teach Box-and-Whiskers Plot. I tapped on her ideas using my class EM WA1 to construct cumulative frequency table and AM WAI to construct cumulative frequency curve. Using both table and diagram to generate questions for them to analyse and interpret. Likewise, they plotted the box-and-whisker plot to compare and comment on both datasets. I can see the excitement and engagement of students when working on the relatable data.

# data[].attributes.body
Bring in value of responsibility when discussing interests and probability. Share personal account of applying the study loans for my university fees. It was interest free if the loan was paid up within 3 years upon my graduation. Students were curious of the amount that I borrowed and how I paid up. I brought in the value of discipline and responsibility in responding to their curiosity.

Siew Lan

# data[].attributes.body
Students compare and comment on various approaches to solve quadratic equations, solve fractional equations,  differentiate expressions and simplify indices (can elicit from their homework). This approach supports procedural flexibility and conceptual understanding in Mathematics.

Siew Lan

# data[].attributes.body
Using Desmos Graphing/Geogebra Calculator to explore topics on quadratic equations and functions as well as differentiations. Other tools like SLS, PearDeck, Jamboard and Padlet. Individual or Pair discussion.
Google Classroom - upload lesson slides, student samples or solutions to more practices as materials

Siew Lan

# data[].attributes.body
Students worked in pair to solve non-structured word problems. Polya PS strategy was discussed and students were paired up to pen down the 1st and 2nd steps of Polya PS in Jamboard. Thereafter, they proceed to implement the plan (solve the problem) and lastly evaluate their solutions. Selected students solutions were shared with the class. Highlight good practices of students who develop useful plans to solve the problems. Also, using the 'nonsensical' solutions obtained by some students,  they were showed how this can be rectified if they check their work.

Students listen to my recording of practicing Thinking Aloud to solve non-structured word problems. Students are prompted to think how I  approach the problem, such as the questions that I asked myself, and how I monitor and evaluate the strategies I use. I have yet to provide opportunity in class for students to practice Thinking Aloud and have peers giving feedback to each other thinking processes. Thus each of them can become better in problem solving.

Siew Lan

# data[].attributes.body
Modify existing SLS lessons found in the MOE Library or Community Gallery for students to complete 1- 2 subunits of a chapter. Conduct flipped lessons on all HBL days and other days where possible.

Use Pear Deck to gather students takeaways from the flipped lessons. Pose gaps found in the lessons for whole class discussions.

Create the habit of independent learning as part of the curriculum. Free up classroom time to discuss HOT questions. At times, to catch up with the syllabus due to lost periods.

Siew Lan

# data[].attributes.body
I use flipped lesson via SLS on topics that are easier to understand. In the past, I have spend precious lesson time to show the students lengthy videos. Now, students can access these packages at their own time and venue. It allows me to spend lesser time to introduce a new topic, and also allows those who were absent in class not to 'miss' the lesson. More importantly, students can have a deeper understanding of the topics.

# data[].attributes.body
While teaching the concept of sample space and equally likely outcomes of rolling a die, i have also mentioned about a biased die in which the weight of the die is not evenly distributed which resulted in not all outcomes are equally likely. This may be common in illegal gambling dens and so gamblers may likely lose. So they need to exercise responsible decision making.
Tham YH

# data[].attributes.body
This is a very new feature in SLS which i have tried to test it. Students are formed into their groups and each group can type in their responses synchronously on the same document. I can provide comments and feedback in the same lesson and the group can view the comments.
Tham YH

# data[].attributes.body
Tried getting students to form a group and  discuss with each other on a case study. Students will type in their thoughts and opinions into Interactive Thinking Tools in SLS. Teacher will look through their responses and ask questions to selected groups pertaining to their responses to clarify.
Tham YH

# data[].attributes.body
Framing students' mind in the context of probability with gambling and that values of discipline and responsibility are essential to ensure one not to become addicted to gambling/gaming.