# data[].attributes.body
1)      For the P5 Level, our Maths department proposed to initiate an RV Mathgazine. Articles would be of students’ choice. Teachers share articles about Mathematicians, and review on Math applications, other puzzles and brain teasers both within and beyond syllabus.

Students collaborate to create an entry based on Mathematics topics. Entries can be based on the history of Mathematics, Mathematicians, interesting reviews on Mathematics Applications (ICT), interactive Mathematics puzzles/riddles.

2)      I chose to make learning more fun and relevant for the children; something they can take ownership in. I explore different platforms available to make learning accessible. I harnessed the use of ICT to document and monitor the students’ work. I used the SLS as a portal to compile the instructions etc. I made students do a fashion pitch based on the budget given. Students are to make use of the concept of percentage based on discounts and GST reflected on the various shopping websites. They compiled their choices and did a presentation to convince me for my teachers’ day outfit.

3)      Igniting the passion for learning is an every-day attempt. Making learning relevant in terms of its application. In order for application to take place, the depth of understanding of the concepts have to first and foremost be there and questioning helps. Showcasing of students’ work using the AfL strategy also worked.

4)      “Is this going to be tested?”, “Can we do more?”

5)      Time management and consistent monitoring. Creativity and managing expectations from students.

6)      Allocating more time consciously to prepare lessons creatively that can engage and empower the students to want to know and do more than just achieving test results.

7)      Encouragement and consistent feedback (peer-peer, student-teacher, parent-student-teacher).

# data[].attributes.body
1.  Guided reading programme has helped to increase readership for Chinese books, at least in class.
2. Using a variety of language sources ( books, video, comics, anecdotes, newspaper, news clips etc ) to increase interest, and allowing pupils to have the autonomy to share their learnings in class through reading tree and in class sharings.
3. Guided reading (P2)  is done twice a term. News articles are shared fortnightly with P6 CCE.  Reaading tree (P6) is done purely out of student initiative and sharings were only as requested. So far, only 3 students shared in my class. ( esp after book fair )
4. P6 Students asked about how to share books with class. P2 students usually request for more sessions.
5. P6 students are highly exam-focus and would not take part if it is not examinable. P2 students like the fun parts of reading, but when they are required to do something out of the reading session, some may need extra push. Time is another constraint as the syllabus is very rich and I had a hard time making time for these sharings.
6. I have modified my actions by tapping on resources which were not provided by the school o enhance student motivation. Simple rewards were also introduced for the more challenging tasks, especially in beginning stages.
7. Deep learning and sharing is done through questioning during the sharings.

# data[].attributes.body
1)To give students opportunity to showcase their work and to deepen their learning through student-question and teacher-question.
2) Make connection, share successes, challenging and motivating them to go deeper in the topic. They are guided to ask questions for better understanding
3) So far for 3 topics and all lessons on problem solving. Also use investigative math.
4) This is an area that the students are still weak. Their questions are quite superficial but after some practice, some of them are able to ask, with prompting by teacher  : what is the relationship? What does this data mean? What is the connection? Is this the beginning or end? What does this mean?
5) Showcasing is not always of high standard. Students' questioning can be enhanced.
6) Giving more scaffolding and guiding questions. Do a class critique of sharing good piece of work - look at the mistakes and ask questions.
7)giving good tasks that challenge thinking and making sure there is some form of research. Asking good question that promotes meta-cognition. Give more exposure to asking questions by students.
Use ipad that allows students to look at others' questions so that at the same time they learn from them.

# data[].attributes.body
To use

# data[].attributes.body
1. Customised modular Performance Tasks (PT) that include the desired success criteria for the related PT.

2. Allowing critical thinking elements into the PT and giving students the flexibility to have their own voice in their creations.

3. One PT per module per term

4. How do I do this?
Can I use more than one colour, what are my enabling constraints?

5.Giving students the flexibility to create also raises doubts amongst them as they are not sure of how much freedom is necessary so as not to stray from the main task. Our students are used to being guided all the time that, given the freedom, they can get quite lost.

6. I have modified my actions by breaking down the PT criteria into bite size portions, making the success criteria clearer and child friendly.

7. Deep learning and sharing is done when students realised their potential or limitations and work upon them in order to get their PT done or improving on their PT.

# data[].attributes.body
1) Dept: Guided Reading Programme for P4 and 5 classes
P5 HCL Guided Reading that stretched their abilities such as to critique the content and apply the 'good' phrases in their classroom writing activities.
2) 5-1: (self-motivated learner)
To inspire joy of learning by
-providing timely (immediate) responses (using ICT platforms such as Classdojo/ Padlet/ Google Forms)  to motivate them to work on their strengths and weakness and thus extend their learning
-providing platforms for showcasing of students' work during group work
-stretching them by introducing more literature and exposing them to more content and renowned Chinese writers.
4-5 : Visual/ Audio/ Kinesthestic Learners
- Avoid prints. Provide Stories/ Videos/ Pictures / Flashcards, which speak a thousand words for them;  bite-size Group work
3) 5-1:Aligning to syllabus , so far I carried out bi-weekly.
4-5: Recently everyday
4) 4-5 have many things to ask and to question and they also introduced new things to their peers.
5) Need time to plan esp P4 - new sylabus
6) Use ICT / SLS/ MC online/ gather parents' support
7) Deep learning is through more
1-1 questioning/ discussion and giving attention to individual student to help them close their learning gap. Just tried getting reflection from P5 students to get them to articulate how have they improved after my coaching.

# data[].attributes.body
1) P4: Learning Fiesta; P6: Organise P1 - 3 ICG
2) Role modeling when I am conducting the lessons and facilitate the process towards the plan
3) P6 will be done as post PSLE during PE lessons. Approx 3 sessions (6 periods) for planning and trial run
4) Whether the tasks designed are age appropriate
5) Attendance of P6 after PSLE
6) All along this event is planned as part of post PSLE so it has not happened yet.
7) Facilitation of the plan proposed by the students.

# data[].attributes.headline
1. Instructions from my department for my level which I am teaching 

# data[].attributes.subject
1. Instructions from my department for my level which I am teaching 

# data[].attributes.body
Guided Reading Programme.

2. How do I sow the seed or inspire joy of learning in my class?
Besides the Guided Reading Programme, I build up a reading culture in the class by recommending books to students. Students also complete book reviews, and as a group once they have completed 12 book reviews, they make use of the 12 book reviews to build a Book Lantern. They will

3. When and how many sessions have been conducted?
Besides the Guided Reading Programme, the Reading a Book Session is done at least once a week.

4. Questions from students
NIL

5. Challenges encountered
Time constraint. Sometimes we do want to talk more about the books and stories, but we need the curriculum time to do other things.

6. I have modified my actions by
NIL.

7. Deep learning and sharing is done through
In class discussion.

# data[].attributes.body
1. Instructions from level:
Crafting language games
Pupils create language games that can be used for Learning Fiesta. By creating the language games, pupils apply their learning.
Reading by teachers in the classroom during the first 5 minutes of class.
2. How do I do it?
- Reading to the kids every day
- Came up with a draft for their games during the March holidays.
- Having a choice in focus for the term (term 3: creativity, term 4: synthesis)

- Providing feedback on peers' work through the use of elements in rubrics

- Reading Circle - providing feedback and asking questions

- Drama Strategies: Hot Seat (character study), Role Play (Grammar items & their rules)

- Scrap News Article - newspaper feature study (create own articles)
3. How often?
Game: March Holidays
Focus for learning: Termly
Feedback: for every online activity
Reading Circle: alternate weeks
Drama strategies: for the more challenging grammar items
Scrap article: once a term
4. Questions from students
Can we be given more time to do this task?
Can we have more of this in the future?
I don't understand why we are doing this...
5. Challenges encountered
Time management: going through responses from students takes time although they enjoy it.
Time taken to craft the questions and set the work.
6. Modification of actions
Trying to have more pupil questioning and responding in my lessons. Using the elements of inquiry in trying to help the pupils find the purpose of their learning.
7. Deep learning and sharing is done through
Peer and teacher feedback, responding to questions,

# data[].attributes.body
1) For the P4 level, the department planned for students to work collaboratively to create Mathematics games or sharing using multi-modal representation. Time was set aside and documented in the SOW for students to plan and share.
2) To give some ideas and spark students passion in the department project planned, I started my Maths lesson differently this term. I shared brain teasers (from TED) and maths games (Bingo) for each topic. Most of the students look forward to the brain teasers.
3) As it is in the SOW, 1 period is set aside per week for the students to do research and plan. I also deliberately plan activities in my day-to-day lesson.
4) Is it a must? Must we do it in groups?
5) Lack of time for discussion with the students on their project. Monitoring of their work.
6) Having the students to collaborate and share what they are interested in. Giving students more autonomy to make decisions.
7) day-to-day lessons, learning fiesta, through peer and class feedback

# data[].attributes.body
1. Instructions from my department for my level which I am teaching

To instill the love of reading for students, getting students to start reading.

2. How do I sow the seed or inspire joy of learning in my class?

Besides the time set aside for students to read during SSR period, I will also read newspaper articles to them, drawing their attention to interesting articles that may enrich their current affairs knowledge.

3. When and how many sessions have been conducted?
Around once a week. If there is lack of time, I will read an excerpt from the newspapers for dictation.
4. Questions from students
Students share experiences, question about the cyberattack on Singhealth etc.

5. Challenges encountered
Need to chunk an article many times, ask several probing questions to get students thinking. Students may not have very good vocabulary and hence, essence of articles may be lost.

6. I have modified my actions by choosing easier articles to read, choosing LRD instead of ST articles.

7. Deep learning and sharing is done through students' reflections of newspaper articles. Sharing for newspaper articles is not done yet. Students only shared the books they are reading currently.

# data[].attributes.body
1) For P2, we are supposed to conduct guided reading programme for the level.  For every guided reading session, there will be post activity for the students. Besides those guided reading session, I also read stories to the class once every fortnight.  These stories are from our class library, or from the 小拇指subscription. Stories which are related to Chinese Culture or festivals are also shared with the children
2) Through the session, I ensured that the activity is interesting (for eg. I get the students to act out the story; through asking them questions, to get the students curious about the stories; etc)
3) guided reading sessions were conducted twice per term. Reading of stories to the students are done once every fortnight.
4) students like to ask "why such thing happened?", especially for stories which are legend (eg. 屈原的故事；嫦娥奔月）, as they felt that in real life, such things should not happened.
5) For the guided reading programme, as some children might have read the stories at home, so some of them found it too easy (or they could answer all my questions).
6) In such case, I get the students to come out and act out 1 or 2 scenes from the story to engage them.
7) Deep learning & Sharing is done by inviting students to share the stories they have read with their friends. Students do have some issues retelling the stories in their own words.

# data[].attributes.body
Joy of learning

Instructions from my department for my level I am teaching

1. Opportunities for students to verbalise thinking, e.g.: showcase & oral presentations via art journals, gallery walk, etc. Using technology to engage them, e.g.: excel sheets, photoshop, outdoor drawing, photography using app etc. Interdisciplinary - see linkages & connections through NE (Tan Tee Chie’s painting – Hock Lee Bus Riots, Tang Da Wu – they poach the rhino, rhinoceros horn in Chinese culture), Maths (drawing in ratio in drawing, watercolour), English (opaque)

How do I sow the seed / inspire JOL in my class?

2. Through choice-based learning (e.g.: choice of medium / tools / theme – enabling constraints), my students have greater ownership and control based on their interests, backgrounds, preferences etc. Students are also introduced to artworks / artists. Students ask questions / pose questions for each other. Students are motivated and want to find out more through research.

3. Throughout the module. Seeing > Expressing > Appreciating (peer, self)

Questions from students

4. Why did the artist use this medium? Why is the title “…”? What inspired the artist to create this? What can I do differently for my work?

Challenges encountered

5.  Not many of them would go home to do ‘research’. In addition, they are unsure of how much freedom they would require so as not to deviate from the performance task.

I have modified my actions by

6. Sample of teachers’ work. Peer motivation through showcasing of students’ work / sharing of ideas with the class. The breakdown of success criteria allows everyone to ensure they are on task.

Deep learning and sharing is done through

7. Students’ voice – peer feedback / class presentations

# data[].attributes.body
1) Science - Powered by discovery to extend learning with hands-on interactive activities, collaborative learning
2) Classification of Animals- For HA students were asked to research deeper and create information sheet to share interesting facts to classmates. Students did gallery walk to learn from one another
3) The lessons were conducted once a term. Term 2, students worked in groups to create a life model of plants, Term 3 - digestive systems. Most students were eager to put theory into practice.
4) When can they create a model?
What materials to represent the different parts - relate to function
5) Some inactive members leaving some groups without certain materials - told to share and improvise and reflect
6)Moving away from worksheet based only and let students have a voice in the choice of activities to make connections and showcase their projects
7) Deep learning and sharing is done through the individual accountability and articulation of certain choice of materials, evaluate advantage/disadvantage,  steps that went well/wrong, on how they contribute towards team's success etc.

# data[].attributes.body
1. Guided Reading Programme where students are supposed to complete designed worksheets.
2. a) Spend 5 min reading story books with them before starting lesson (except Thurs as there is only one period). Cultivates the love for reading.
b)Ask students to share with the class the books that they have read during the holidays.
c) Try out different technologies to engage them (eg. using PPT to do recording, padlet, SLS). Students are excited to try out.

3. Reading of books (everyday, except Thur)
Sharing of books (once, after school holiday)
4.
5. In using ICT, sometimes face technical difficulties.
6. Preempting certain difficulties that they might face and address them before the actual lesson
7. Deep learning and sharing is done through giving them more autonomy when carrying out some activities.

# data[].attributes.headline
1)  Level Rep has shared with the level teachers during TTT what the Powered By Discovery Programme is about - especially the purpose, activities and what it must have - eg Questioning, Pupil research/discussion and Creation of a product/ findings.  For me, as I am teaching P5 and P6, there have been two main mini projects which we have done this year - Drawing Conclusions about Different Cells and Making A Water Wheel.

# data[].attributes.subject
1)  Level Rep has shared with the level teachers during TTT what the Powered By Discovery Programme is about - especially the purpose, activities and what it must have - eg Questioning, Pupil research/discussion and Creation of a product/ findings.  For me, as I am teaching P5 and P6, there have been two main mini projects which we have done this year - Drawing Conclusions about Different Cells and Making A Water Wheel.

# data[].attributes.body
2) I have observed how my pupils engage with the content and with one another.  Some students go beyond the syllabus to find out more about how they could make the water wheel turn faster.

3) P5 - 4 periods, in Term 1, P6 - 6 periods

4) P5 - why cells look different?  why plant cell is green? why the chloroplasts in the plant cell are  "near outside" the cell?  P6 - what type of materials can I use for the water wheel?  How many blades should it have?  Does it mean more blades, the water wheel will move faster?

5) Main challenge - as a Sci teachers, I was not prepared to answer a few questions from pupils when these questions were beyond the syllabus.  I would have to read more to build on what I already know.  I feel that I could have done more by asking pupils to predict when they were not sure.

6) By reading up more or give relevant examples by asking pupils to collaborate and share their findings with one another

7) when pupils have more say in their learning, given more choices to explore and experiment with the unknown, work in teams

# data[].attributes.headline
1. Instructions from my department for my level which I am teaching

# data[].attributes.subject
1. Instructions from my department for my level which I am teaching

# data[].attributes.headline
2. How do I sow the seed or inspire joy of learning in my class?

# data[].attributes.subject
2. How do I sow the seed or inspire joy of learning in my class?

# data[].attributes.headline
3. When and how many sessions have been conducted? 

# data[].attributes.subject
3. When and how many sessions have been conducted? 

# data[].attributes.body
2

# data[].attributes.headline
7. Deep learning and sharing is done through

# data[].attributes.subject
7. Deep learning and sharing is done through