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The VAP units provide us the opportunity to keep revisiting the same texts for a variety of purposes. Helps with the encoding process.

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(+) Regular sharings within schools/zones/cluster
(+) Sharing of ideas helps support teachers (especially those teaching NT students) to share successes

(Feedback) Perhaps content creation among teachers to share resources for NT learners?

(Feedback) Sharing is useful, but longer runway needed.

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It is good to constantly weave in writing skills and strategies into our NT classrooms, even if the focus may be on other aspects of the curriculum.

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How can we help our students when they tell us that 'they cannot remember'?

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- Not everything is what we observe to be. If students are not participating, we cannot attribute it to weak language skills or laziness. There's a bigger reason for the lack of learning.
- Sharing on memory: Useful in helping to understand students' challenges

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Look into ways to help lighten cognitive load for students.

Maybe have the level team work together to figure out what kinds of mediums and tools we can use to engage the students and push them to read and write.

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I am inspired by the grammar group's attempt to make grammar learning relevant. Perhaps we could even use the authentic Singlish phrases that our students use to help build on their fundamental grammar competencies so it’s more relevant to them.

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Learning by memory is a lot clearer in certain subjects that due to their nature, require more rote learning and application (e.g. Math), so how can we really translate this into our EL classrooms? Is it applicable/sustainable, considering the other constraints that EL teachers usually face?

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A common tread that ties all presentations together is imbuing students with a sense of autonomy and exploring inductive approaches to teaching. For our students, explicit teaching is important in modelling the ways of writing and thinking, but much of the effort should come from them to help them realise their own capabilities, especially students with learnt helplessness or lack of motivation. I particularly enjoyed the presentation of the group which inquired into the teaching of grammar in an inductive way, such as using comic strips to teach direct to indirect speech. Grammar can definitely be taught in a more authentic way.

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We learnt that it's important to teach cognitive strategies the 'right' way. Reflective aspect of thinking about our own pedagogical approaches is essential in informing our teaching practices. A good starting point to think about these approaches could be to start thinking whether we are really explicitly teaching the skills to our students.

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As a general principle, bridging students' language skills well requires us to have a complete picture of students' skillset. Learning about the hidden skills that our students lack (in reading, writing or understanding of grammar) can help us also employ new strategies that can help refine our practice.

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I feel that students are very open to learning from this platform. As an educator, I am also keen to try it. However, I fear the possible "backlash" and lack of support by educators who might not be too familiar with this platform. How do we get over this? While we want to move forward with educational technology, it can be difficult to bring everyone onboard.

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For a start, might want to consider having the triple A approach in the teaching of grammar. How do we craft lessons to make the idea of “Appropriation” more palatable and exciting.

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There are many different modes of teaching and we should keep exploring to see what works best for our students. What we feel or observe in the classroom is not always true to what believe is happening (i.e. Students don't seem interested therefore they are weak). Be open to try!

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The various theoretical underpinnings to enact our lessons

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The various theoretical underpinnings to enact our lessons

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Understanding the “why” and learning the various approaches allow us to tweak our lessons better