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Desired EL Learning Outcomes through Enhanced Teacher Competencies

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Desired EL Learning Outcomes through Enhanced Teacher Competencies

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I appreciate the reminders on the principles and processes in EL teaching and learning. While we infuse the new pedagogical emphases alongside the foundational STELLAR strategies in the curriculum, we are preparing EL learners ready for the future.

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I appreciate the Whole-Part-Whole approach in allowing me to gain a deeper understanding of the curriculum and the various approaches and focuses to the desired outcome of EL teaching and learning. Strong support in providing the necessary information. Easy absorption of resources shared using infographics, examples and relatable units from Stellar.

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The GRR framework is important to move students to be more independent. It also allows more independent students to move forward faster and stretch themselves further. I also appreciate the inclusion of DI in the lessons and teacher is able to adapt and adopt to suit their students' needs.

I prefer this online workshop as it allows us to learn at our own pace at the comfort of our own space.

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To enable and equipped students to become empathetic communicator, discerning readers, and creative learners, it is important that EL teachers familarise ourselves with the principles English Language Teaching and Learning (CLLIPS) and the 6 teaching teaching processes of Acolade. This will help us to apply them effectively in our EL classes.

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To enable students to achieve the learning outcomes in ELS, we should make purposeful decisions in applying GRR, ACoLADE and Principles of EL T & L (CLLIPS) when we design our lessons.

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I have a better understanding of the 6 principles of EL teaching (CLLIPS) as well as infusing ACoLADE in our lessons. The GRR model allows teachers to gradually release by moving from teacher knowledge to student understanding and application.

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This short online introduction workshop to teaching upper primary English in STELLAR 2.0 gives me a good overview of the frameworks and approaches overarching the new syllabus. The 3 key shifts in the teaching of EL in the primary school also helps me focus on these areas as I plan my English lessons for my class. Thank you for this coming up with this e-learning workshop for us.

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I do enjoy the part where we are including the gradual release of knowledge acquisition and practice to our students. This will truly help them to build their efficacy and competencies as a self-directed learner.

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There is much to think about and resources that the EL unit has prepared is much appreciated. It will take time for us to enact the lessons in the classroom confidently. It may be good to ringfence EL teachers' "Think Together Time" too!

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All the videos were informative. The EL unit has put in much thought in designing the lessons and the resources. I appreciate the answer keys that are provided for the P5 Stellar.

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Thank you for coming up with the acronym. When considering processing and principles for lessons, these acronyms will be helpful for deliberate inclusions.

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The Whole-Part-Whole Approach breaks things into manageable chunks by allowing students to apply the vocabulary and grammar items learnt in their writing at the end of every unit.

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I felt affirmed that we need to always give our students the context of whatever they are learning, especially grammar, so that it is more applicable and meaningful for them. The consolidating "whole" in the Whole-Part-Whole is something I am guilty of skipping due to time on occasion.

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Always appreciate the Whole-Part-Whole approach. It somewhat echoes the Games Concept Approach (i.e. Teaching Games for Understanding): 'play-practice-play' where learners get exposed to the game as much as possible from the onset, instead of starting with skills/techniques which may not be easy for the majority. Learners understand the 'big picture' (during 'whole') first, make the necessary mistakes and ask the necessary questions during the 'practice' (aka 'the part') phase and then go back to the 'whole' (i.e. the 'play') - to test out what they had practised (during the 'part' phase).

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It is clear that there is spiral progression from the middle levels to upper primary. The connections are made evident in the slides provided. Appreciate the deliberate move to highlight to teachers that the items have been previously taught.

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Good to know that RRP will be extended to the P5 level in phases. I like the alignment of curriculum with DI; there is time allocated and clear instructions on how to implement DI for during lessons. The whole-part approach is wonderful in getting students to enjoy and appreciate the text being read and the why?

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The CLLIPS principles provides a sound and comprehensive overview to guide our teaching and help us to direct our students to the intended learning outcomes.

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I appreciate the step-by-step instructions in helping teachers carry out DI and clarifying their doubts. Many a times, I'm apprehensive in carrying out DI due to time constraint but after going through that module, I am more confident in giving DI a try.

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Very detailed explanation illustrating the application of CLLIPS and ACoLADE. I also better understand the terms used and how to use them in my classroom.

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GRR is a great way to scaffold for the students as we gradually release responsibility to the students and we can see how much the students have learnt. Teacher will do. Followed by Teacher guiding and doing together. Students can then practise with each other. Lastly, the students will do on their own.

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I now better understand the terms used in the guidelines and how I can use them to help me plan me lessons.

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The lesson was well-structured and helped me gain a better understanding of the framework and intentions.

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I have a better understanding of CLLIPS as well as ACoLADE (EL Teaching Processes). Teachers can also differentiate instruction through content (what students will learn), process (different levels of scaffolding), product (how students demonstrate their learning) and environment (how classroom is organised to encourage learning). The triangles indicated is a great help to kick start DI in class.

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I know understand CLLIPS and ACoLADE, and how to use them when planning lessons and programmes.

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I now have a better understanding of how the EL syllabus is to be enacted in the language classroom and will pay close attention to the terms (ACoLADE) when preparing for lessons to make my lessons more meaningful for my struggling EL learners.

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The gradual release of responsibility (GRR) is also one strategy used when teaching Mathematics topics/concepts to students. It is a useful teaching and learning method when a topic/concept is complex and/or when students need guidance in meeting the minimum competencies when it comes to task completion.

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The course has given me a greater understanding on the 3 shifts of ELS2020, and how teachers in schools are being supported in the implementation of STELLAR 2.0 to align with the 3 shifts.

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How does differentiation instruction realistically look like for one teacher delivering and enacting a lesson, when a class has varying numbers of High-Ability, Middle-Ability and Low-Ability (HA, MA and LA) students?

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The 6 principles of EL T&L (CLLIPS) are clearer to me now and I have a better understanding about applying ACoLADE in my lessons.

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The videos are informative and have deepened my understanding on how the principles of EL teaching as well as AColades has to be infused in our lessons. The step by step instructions in the guidelines are also very useful.

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Through GRR, students are able to take ownership of their learning gradually as it gives them the time to process their learning with their teachers and peers before trying on their own. This is a good way of letting go and allowing students to take responsibility for their learning.

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Insightful- cllips and acolade - helps us be more aware of skills taught in the English lesson

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I appreciate the different approaches and strategies spelt out in the guidelines. I gain a better understanding of shifts in the new syllanus.

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Thank you very much for the information! Would like to know more on how to apply these or are there other strategies for SEN students. Thank you!

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I understand better with the explanations in Module 2. Now when I am teaching my P5, the guidelines make more sense to me and I am mindful to carry out certain steps in the lesson purposefully.

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The instructional videos and slides are informative which further reaffirmed my belief as an EL teacher the importance of applying the CLLIPS and ACoLADE in EL teaching.

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The lessons are well-structured and I am glad that we are supported with various resources.

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Detailed explanations of intentions and rationales to help us better plan and enact the curriculum

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Pretty enlightening but still more questions to be answered.

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Module is well-organised and reasoning behind why changes are made are clear. I like that there is more structure in place with DI weaved in so that teachers can better help students in specific areas.

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The guiding principles of the T&L of EL and the teaching processes help me to plan my lessons more purposefully.

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I appreciate the learning. It is important to know the key shifts and EL learners' desired outcomes. Teachers will need time to adapt the materials and use them. It was great that the writers of the teaching guidelines tried to indicate with triangles the parts where we can apply DI; however, in practice, it is not so easy due to Singapore's large class sizes (40 students or 30+ weak pupils) in the main classroom.

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It is important that educators understand the principles underpinning the teaching and learning of EL. Thus, what was covered about CLLIPS, ACoLADE, Whole-Part-Whole, GRR and DI are very useful and fundamental in the approaches that we as educators take.

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The simple and clear instructions gave me a broad perspective of how to read, understand and apply the Stellar syllabus and GL.
In particular, the videos were useful in covering the broad strokes of the syllabus: from the 3 shifts, cllips and acolade.

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It is good to refresh on CLLIPS, AcCoLADE and DI principles at the start of the workshop. There is much to think about in designing a lesson to engage pupils. It will take time for us to enact such lessons in the classroom well. I appreciate the Whole-Part-Whole approach that is used in designing each STELLAR unit. It explains the way the EL curriculum is designed to best meet the learning goals we have set out to do for our pupils.

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Appreciate the detailed explanation of the new EL 2020, especially that it is a fine-tuning from previous syllabus, rather than a total change, which teachers in general will have to grapple with. Understand the change in current education landscape helps welcome the 'revised' version as we are preparing students to be future ready!! While the key considerations and enactment are not new, it is a timely reminded that our teaching of the language needs to be leaner-centred and contexturalised so that we can guide our young charges to strive to be empathetic communicators, discerning readers and creative inquirers.

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I now have a better understanding of the key shifts in ELS 2020 and how CLLIPS, Acolade, Whole-Part-Whole, GRR and DI may be used in my EL lessons.

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The GRR model allows teachers to progressively shift responsibility from themselves to the students, moving from imparting knowledge to fostering student understanding and application. Additionally, the Whole-Part-Whole Approach divides concepts into manageable segments, enabling students to use the vocabulary and grammar they have learned in their writing at the conclusion of each unit. The gradual release of responsibility is particularly valuable in teaching complex topics and assisting students in achieving the minimum competencies required for task completion.

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The online lesson has empowered me with the knowledge, skills, and resources needed to effectively implement ELS 2020 and STELLAR 2.0 in my classroom, ultimately enhancing the quality of English language education for upper primary students.

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I understand better the alignment of EL Syllabus 2020 to Stellar 2.0. There are more opportunities for students to be involved in discussions.