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1. Gather raw data about T&L, through e.g. peer observation, students' artifacts, previous years' results and/or feedback.
2. Identify an area to focus on.

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- Area identified: assessment and feedback.
- Gather observation and artifacts on formative assessments and feedback given to students.

Consider using a CHECKLIST (printed slip to staple on, stamp, etc.) to give feedback.

e.g. for long response qns:
- misconception
- misuse or lack of key terms / poor word choice
- illogical sequence
- misinterpretation of question requirements
- lack of content / details

Checklist for tabulation:
- heading not in logical sequence
- unit not included in heading
- unit within table
- missing value
- wrong degree of accuracy
- inconsistency (of dp or sf) in a column
- variable(s) missing from heading

Checklist for graph
- axes reversed
- axes not labeled / mislabeled / unit missing from label
- scale: too small / odd / not marked every 2 sqs
- incorrect or missing plots
- not best fit

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1. What are the joy killers in the classroom?
2. What does research tell you about what can done to improve the situation(s)?

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1. Identify key issues/problems linked to motivation / engagement.
2. Read at least 1 research article per member, and write up lit review.
3. Identify research question / hypothesis.

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STP - File 1 (Teaching Processes and Teaching Areas) Brief Summary

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STP - File 2 (Summary of TPs TAs TCs and TAcs)

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1. Identify an area to focus on. (Last week we tentatively agreed on Assessment and Feedback.)
2. Evaluate Literature from Knowledge Bases in STP and Skilful Teacher* / Other Literature articles to explore ideas to close learning gaps. Refer to Annex 2 for template (which is our slides from last year)

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1. Question for SSD: Does our lit review need to be linked to what we try in our classroom (for LS)? Currently, we are focusing on how to give quality feedback, and how good feedback impacts learning.
2. Idea: use the feedback stamp to grade students' long response qns over a period of time, and review the impact by looking at
(a) students' feedback, thru e.g. survey and interview.
(b) students' quantitative progress in scores
(c) students' qualitative progress.

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1. Continue to find and evaluate literature from Knowledge Bases in STP and Skilful Teacher* / other research articles, to explore ideas to close learning gaps.
2. Identify group’s Research Question/Problem/Hypothesis *
3. Enter information into the Google form (link under column 1) by 25 Mar.

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...and the specific link to assessment and feedback: https://opal.moe.edu.sg/stp/pedagogical-practices/assessment-and-feedback

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Steps to re-mediate the errors made (as stated in the stamp)

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Steps to re-mediate the errors made (as stated in the stamp)

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Ref. slide 11 of CDS 2018 slides.
1. for misconception - unlearn (write down what is wrong) and relearn,
2. for slips - learn
3. for misuse of keywords/concepts: an idea to consider is to get students to come up with a list of keywords, and highlight the keyword in the list everytime they misuse it.
4. for illogical sequence - use randomized steps and students to put them into the right sequence.

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Book Resources on Misconceptions and Remedies

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Book Resources on Misconceptions and Remedies

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1. Alternative Conceptions in the Singapore Science Classroom (Samson's)
2.

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1. Identify our group's research question / problem / hypothesis.
2. Each member is to identify his/her 3 Areas of Growth.
3. Enter the info of (1) and (2) into the Google form by 25 March.

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1. Take two classes taking the same subject (or two halves of the same class), and use the stamp template to give all of them specific feedback (on essay / table / graph), but only the suggested remediation actions to one half of them. Observe how students respond to the feedback and how much they improve.

E.g. for graphing, if they missed out scale and axes in the first exercise, observe if the gaps have been closed and track whether the gaps stay closed.

OR
2. One half of the class gets feedback and a similar exercise to try, and while the other half only gets told what is wrong.

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1. peer evaluation
2. specific feedback
3. how to unlearn

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https://web-a-ebscohost-com.proxy.lib.sg/ehost/search/advanced?vid=0&sid=3e663f02-1a5c-4f09-a23d-8eba3b29d0ed%40sdc-v-sessmgr02

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1. https://web-a-ebscohost-com.proxy.lib.sg/ehost/detail/detail?vid=0&sid=8effc80b-d233-4aa6-98b6-b6db59efea48%40sessionmgr4009&bdata=JkF1dGhUeXBlPWlwLHVybCx1aWQmc2l0ZT1laG9zdC1saXZl#AN=61082481&db=eue

Learning to Unlearn: Transformative Education in the City

2. https://web-a-ebscohost-com.proxy.lib.sg/ehost/detail/detail?vid=0&sid=2051addf-6524-4280-88d3-3734cdb3f5cb%40sdc-v-sessmgr02&bdata=JkF1dGhUeXBlPWlwLHVybCx1aWQmc2l0ZT1laG9zdC1saXZl#AN=110276006&db=eue  A case study in learning to unlearn

3. https://search-proquest-com.proxy.lib.sg/docview/1876702882?accountid=12691 How to unlearn and change

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Students' Perceptions of the Effectiveness of Assessment Feedback as Learning Tool in an Introductory Problem-Solving

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Studets' Perceptions of the Effectiveness of Assessment Feedback

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Plan lesson, with reference to SLS for resources to Adopt, Adapt and Customize or Create your own.

Peer Observation and post-colloquium 1.

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Multi Tiered Chemistry resources from NIE 

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Multi Tiered Chemistry resources from NIE 

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https://www.isec2018singapore.org/sites/593e4de3858dac2299bb0317/assets/5b31d06e858dac6e6e739156/ISEC2018_Keynote4_Subramaniam_R.pdf

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Rubrics / Checklist for dot and cross diagram drawing

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Rubrics / Checklist for dot and cross diagram drawing

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1. craft a detailed guide and give to students as reference
2. use videos to illustrate how to meet requirements for various aspects of graph drawing
3.

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https://docs.google.com/spreadsheets/d/1M1SbiUTkQiHPC3YNXseV-FvYYyAGti4boKJeewgZx1E/edit#gid=0