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Please download this deck of slides for your reference.

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Focus on the pluses of what Ms Lim did.
Note: There is always something to compliment. It's also a great way to start a dialogue, by talking about the good things.

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Share ideas of what Ms Lim could have done differently or improved to address some concerns or issues observed.
Note: When expressed as "I Wish" or "I Wonder", the feedback comes across as more hopeful and useful rather than putting the person down.

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There were some activities for the pupils to work on.
Ms Lim affirmed their answer (e.g. good, excellent) (too positive?)
Used questioning to elicit their prior knowledge
She gets the pupils who is very eager to answer the questions first (to get the class warm up first)

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Helpful that she intentionally chose different/a variety of students to respond in order to assess their prior knowledge.

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There was an interaction between tcrs and students through questioning. She was able to observe and pick up on students' behaviours (disengaged, absorbed, etc).

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We like that she gave positive affirmations for the students who answered the questions.

She also ensured that the students had the pre-requisite knowledge prior to completion of the task.

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- variety of activities
- some kind of DI (three different tasks)
- clear about the key questions to ask

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Ms Lim tries to get responses from different students, she tries to engage the class. She gave positive affirmations to students who answered the questions correctly.

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I wish she could have more wait time and allow students to think and respond. I also wish she can ask further questions to allow students to explain their answer and think deeper.

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I wonder if Ms Lim left enough space and time to address students' learning gaps/misconceptions, or if she was focused on completing her lesson plan.

I wish she had let students who had higher readiness respond and address/help students of other readiness levels. (could have catered for differentiation - given that it seems to be a class of mixed readiness)

I wish Ms Lim had paced her lesson to the students' learning pace.

I wish Ms Lim had spent more time giving quality feedback (explaining why an answer is good), instead of just affirming responses with "good!"

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I Wish she had a greater awareness of the students' diverse needs.

I Wish she had given more time for the students to go through and experience the experiment so that the students can internalise the process better and think deeper about what they were doing.

I Wonder if things would have been different Ms Lim did not just focus on the conclusion , and gave time for the students to reflect and review the process and experience.

I Wonder if things will also be different if she had allowed more wait time and opportunity for students to express their thoughts - give them a voice.

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We like:
Planning of the lesson systematically.
Keeping the task open for contribution of ideas.

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I wish there were more follow-up questions such as, "Why do you think so?" instead of stopping once she got the correct answer.
I wish she gave clearer instructions for the experiment and checked if students had understood the instructions first before proceeding.
I wish there was more differentiation in her instructions.
I wish she had made sure that the whole class really did have the prerequisite knowledge.
I wish she had allocated roles into students in the group.

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Is the feedback (e.g. good, excellence) useful?
- perhaps she can ask: Do you agreed with what your class say? Why?

I wish that the questions asked can be more open rather than closed.
- can ask questions that would have tapped on the basic knowledge (e.g. what is variables)

I wish she can check the understanding of the quiet students

I wish that she could have provide more guidelines and scaffold for the pupils esp. if this is the first time that they are working on a group activity. To complicate the matter, the task might be be easy to work on too

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We wish:
Teacher had done some dipstick to find out how much the students already knew. Could have given some wait time. Could have checked students' understanding before moving on