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Multi perspectives were shared which was very enriching in discussion.

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The facilitator was able to summarize the key considerations, as well as able to remain neutral when students were discussing sensitive topics.

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students are not allowed to remain neutral. in that sense, everyone is able to explain their stand

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Possible to link students' view of Singapore's involvedness to their personal approach towards conflict, whether they are the kind who tend to avoid conflicts

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Singapore should be involved in other countries' dispute.

Students took their stand and teacher elicits responses from students of each scale.

Teachers probes students further questions to gather sound responses.

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students are finding a space to stand, and not really looking at the line to see what the spot represent. they are also less inclined to stand at the extreme ends.

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Perhaps can ask students to elaborate on the conflicts/tensions based on what they have read/know/heard. This will give a sense of readiness of the class and will also help teachers to tailor the lesson accordingly.

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Students that lack knowledge on the topic will need more support than what was provided in the slides/video. They may not be able generate responses to the word webbing activity due to a sheer lack of general knowledge. Students with no interest in the topic need to be enticed and given palatable information (use mothership? ST articles, CNA, tiktok summary videos)

Students may need a word bank/ glossary of sorts for difficult geo-political terminology (eg: Diplomacy, deterrence etc). Issue statement needs to be unpacked, especially the word 'should',  'involved'.

Choice of venue for line continuum --> classroom might not be ideal is whole class is involved

Hard for students to take a stand without guiding questions. Given that it is an issue that deals with the nation rather than individuals, it might also be difficult for students to relate to it.

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It is good that teacher shared some background on the US-NK dispute to set the context.

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A student was asked to highlight the Trump and Kim summit, to refresh the events which happened a while back. Perhaps a short video on this event will help to recall as this happened when they were in primary school.

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Teacher can ask students to share maybe 1/2 conflicts.

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students were excited to buzz and continued to discuss the disputes that they may not be familiar with

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What are some conflicts or tensions among countries that I am aware of.

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Word splash/webbing:
fun way to gauge students' prior knowledge. Teacher was picking up main ideas and recording it on the whiteboard

Line continuum:
Focus was on why SG should get involved in conflict.

Example used is something most students are aware of. Some background context was given (via video) to bridge any gaps in knowledge

Teacher asked student to rationalize their stand using guiding points. Teacher paraphrased students' ideas from both ends of the spectrum. Ideas shared were recorded on the whiteboard.

No middle ground given to prevent students from 'sitting on the fence'. Probing questions were asked (eg: why 3 and not 4?, how will you change the statement?)

As a result all groups of students were engaged.