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-Analysis of pupils Work
-Design Thinking Workflow
-Sessions will be sharing and discussion sessions

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Reading of tool packet of ASW, and plan for application (Skills based)

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Reading of tool packet of ASW, and plan for application (Skills based)

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What are some features or elements that you can applied/ adapted and is useful to you? (Leave a comment)

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common errors/ skills needed

Unable to identify key words/requirements of question that needed identification and transfer of information from Stimulus

- Irvin (报名 not required miss 折扣)
- Hong Yi (报名 not required miss 折扣)
- Trina (报名、活动详情 not required miss 吸引)
-Hong li Trina (报名、活动详情 not required miss 吸引)

Rewriting of Qns
- Hongli (Unable to connect stem to sentence)
- Kelvin
-林聪 Tristan

Blind copying
-  Kelvin, Caden, Braydon,

Meet expectations
Leon TianCi, Jewel,  CHaz, Kaile, Kerissa,

Possible interventions:
Pairing of those with Expectations with blind copying, finding the keywords of Qns Such as “报名”，“详情”，“约”，“折扣”，“吸引人”

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Sc: Fair test

Changing of 1 variable, and constant so that you get the conclusion you want.
Expert group come up with the whole experiment, weaker groups will have a aim, expect group coach the weaker group

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Class: 4D, 2 periods.
Pupils attempted one Fair Test Q as trial. Those who got it correct is given version 1 of WS (Better Group) and those who got it wrong has version 2 (weaker group)

Some pupils who took version 1 couldn't cope and came to exchange for version 2. Samples of 2 such kids (Leeanne and Sandora) who find it more manageable to do Version 2.

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After a few sessions, some students were still unable to control the amount of water used, or are unable to layer the paint on appropriately.

For the assessment work, students are given choices to tackle the level appropriate for them.

This is because water control is something that requires practice. So, by choosing the appropriate level of work to tackle, they will be able to improve their water control at a pace that is suitable.

*Students' deliverable is to be able to create a painting using watercolour to feature a geometric design of their choice. The ability to control water well will contribute to the overall quality of work.

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Painting... Different materials
Has a folder of all pupils work, the standard of base skills are shifting over the years.

The "steady hand", "mixing of water/ viscosity", "pre-mixed" paint are the issues.

How to sort the work, in the lenses of DI

Further break down of the stages of "steady hand" and "mixing water" issue

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Students were not able to identify the suitable word for the various blanks in comprehension cloze. In order to successfully identify the correct word, students have to consider the tense of the word, the form of the word and the grammatical suitability of the word in the context. These are quite high level skills that are required.

Not Yet (scoring below 8/15)
12/41

Meets (scoring at least 8/15)
23/41

Exceeds (scoring above 10/15)
10/41

Possible intervention may include coming up with a table for students that include the 3 main criterion to assess the suitability of a word for each blank. Students are to use the table to help them identify or eliminate possible answers for the section. The students should also write down brief reasons why certain words are not suitable. The downside to this is that is it very time consuming and tedious and may not be the most efficient way to conquer this section.

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I've tried to do an analysis of a spelling task I did.

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Adapted Analysis of Student Work (DI) Aaron P5 EL

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2nd Meet-up: Sharing of ASW and insight 

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2nd Meet-up: Sharing of ASW and insight 

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Discussion and ideas generation to improve lesson

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What are some of the steps that can be taken to improve the next lesson and help the pupils you identified? (Leave a comment)

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I created a Harry potter game for pupils to do 互动写作。

The objectives of the lesson are as follows

1. pupils to able to complete 2 to 4 short interactive writing exercises

2. pupils to understand key words of Qn and answer them directly instead of just copying random sentences in the graphic stimulus text.

3. Motivate pupils to immediately correct their mistakes.

I create various stimulus graphics text based on the story of Harry Potter. (See photos) Majority of my pupils know about Harry potter. Before the game day, I told them I need to have 5 to 8 leaders, leaders will not need to write down anything, but coaches the members for the question (Element of gamification). One of the pupils was dropped out of the leaderboard due to his inconsistent score of interactive writing, and was motivated to get back to the leaderboard. He is the exception rather than norm thou.

On game day, when they WhatsApp me the correct answer, they will get a reward of a elder-ward, invisibility cloak and flying broom. If they gave missing answers, I will text them and they will need to resend the missing part...(element of reward item)

The 3 items each contain a code, the codes need to be combined to unlock the last station where they will meet Voldemort. (Element of puzzle solving)

Reflections:

As this is a first attempt of such lesson, the intended effect of the lesson is less than expected or desired.

While almost every groups managed to attempt at least 2 stations, there are many kniks that need to be ironed out.

1. First, the teacher who is the game master mixed up the requirements of elderward station and flying broom station. One need the information of prize and the other the information of website to buy broom.

Hence, the corrections are not well done. I overestimate my memory and should have labeled the writing paper clearly.

When I realised my mistake, the group that handed in their answers are able to correct their mistakes on the spot

1. Some free loaders really are just not doing anything.

2. none of the pupils manage to get 3 items to even reach yeh puzzle solving part. ( If this acitivity is done over 2 days, it will solved the problem)

3. I saw a group trying to type out the answer and using Google translate(a tool they learn) to learn some words that they didn't know how to write. I should have just allow them to type on iPad and ask them to take photo to reduce the difficulty level.

4. Post lesson survey of interest level from 1 to 5 whereby 5 means I can't wait to have this kind of lesson again, and 1 is boring sia, i dun want to do this again, 1 pupil did grade the activity as 1, although for the rest of the class, is either 4 or 5

Sharing:

Below is the sharing of folder for the Google slides, please feel free to use them, but please duplicate them before editing them so others can use it too

https://drive.google.com/.../1YwosK1FkNft53XRZ91L6PZ5JDLU...

U dun have to do it like an outdoor lesson, u can embed the slides to SLS and it become SLS lesson. My pupils need to move around

The third party platform to create password lock for website is as follow. The fun part is u can leave a hint.

https://jstrieb.github.io/link-lock/create/

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Copy of Copy  to share of Harry stations

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The choice board allowed me to further pin-point students who needed more assistance. Those who selected option B,C,D tend to be students who control their water rather well. Students who selected option A (which I informed was the easiest), tend to be students who still struggle with consistency of paint.

I was able to zoom in on these students who needed help most and guide them individually on the proper way to mix their paints. (In the photo, the student was trying out a red circle after intervention. Before that he was not using enough water and his paint was thick and messy.)

The students who are good with paint continue to improve themselves while doing the more advanced levels that they have selected.

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Another example of before and after intervention. Possible due to students picking levels suited for them via Choice Board.

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The DI lesson that I have planned involved the use of an Elegant Art Task for my Form Class 4F.

The task requires them to create an artwork using paint to communicate the style of the Pop Art movement in the mid 1950s.  The artwork consists of a subject matter that is to be repeated 4 times framed in a format used by one of the 32 stipulated art references by MOE - Its Not Me (2013) from Kuo Chuan Presbyterian Primary School. This reference work itself is believed to be inspired by Andy Warhol's famous Marilyn Monroe or Campbell Soups prints.

The use of such an art task allows the students to come in at different levels of readiness and to achieve a common aim aligned with the learning outcomes set out in the MOE Art Syllabus. The students will first sketch out the design they wish to repeat on a design sketch before rendering them on to the actual paper to be painted.

During the early stages of the project, the crafting of the Pre-Assessment Tool is the most challenging as it determines the data that will be collected that will shape pedagogical decisions later.

I have decided to start with these 2 factors in determining the readiness of my students and with this information, allocated them into different flexible groups for differentiated instruction throughout the art-making schedule for Term 1. They are:

1. Readiness measured by the level of resolution of the Subject Sketch showing the subject matter to be repeated.

1. Readiness measured by the level of resolution of the painted backgrounds for the main painting.

I will try to put up some of the subject sketches samples in the Workplace Post

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Comprehension Cloze checklist - Cheryl's plan

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Comprehension Cloze checklist - Cheryl's plan

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I am thinking of using this comprehension checklist for everyone in the class. The worksheet will be given to all and then collected and sorted into 3 groups based on their abilities.

I am thinking of using this checklist to see if it is helpful to get the students to think deeper when they are working out the answers for each comprehension blank. The worksheet focuses on possible answers and they have to ask themselves if each possible answer is in the correct tense, correct word form and if it is grammatically suitable for the passage.

Through this, I hope to see if it would help the group that scored the highest or the group that scored the lowest. And if it helps those who scored the highest, I will then use this to try to get the expert group (the highest scoring) to use this to explain and teach the group in the lowest scoring group.

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From my first lesson, I realised there is a learning gap apart from differentiated tasks being created as fair test is not a simple concept to grasp. Pupils lack the skills to explain their thoughts on variables to be kept the same as when its mcq (sample Q), they can make the right choice but when asked to explain, it becomes complex. This ended up in pupils exchanging for a simpler version of the worksheet.

In my next prototype, I will like to use a Fair Test Q that is more applicable to a Science concept whereby the phrasing is more similar to exam type of Q on Fair Test. Another challenge from past years' exp is that pupils might be able to think of what variables to keep the same for Who can drink the fastest but not able to apply fair test to scientific questions.

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It was interesting to talk and discuss about how we set objectives for students.

In my case, I have set the objective for students at a level I feel that all of them can achieve after having seen their progress in the first half of the term.

Objective: To paint a water colour artwork using geometric shapes.

For Art, I feel that it is important that the level is set at something accessible to all students. This is an element of “Inclusive” learning for all. (Which is something a little deeper than DI.) For example, if I have set the level too high where only 30% of my students could achieve an A, I would have unfortunately “crippled/disabled” the other 70%, having them feeling they can never be good enough for art.

Just think about this. Is someone who relies on a wheelchair to move about disabled? Yes, he/she is, IF they are placed in an environment that requires walking up and down the stairs. However, what if the environment was build such that there were no stairs/steps, and slopes were everywhere? In that case, the person in the wheelchair is not disabled anymore. (Haha is this too deep? 😂)

We want Art to be accessible to and achievable for all students.

Which is why I have set an objective that is within reach for all my students, while at the same time giving them a CHOICE to be able to stretch themselves further (especially if they feel ready to tackle it) by selecting to paint a more complex outcome. That way, no students will be limited, and no students (hopefully) will be left behind.

For the next step, I intend to further explore how CHOICE can help my students to paint even better. I’m still exploring my options, and will update in due time.

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3rd Meet-up: Sharing of ASW and insight of follow-up action

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3rd Meet-up: Sharing of ASW and insight of follow-up action

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Hsiao Yuz's Reflection & Sharing: Validity of using the resolution of the subject sketch as a basis of a pre-assessment tool towards the final resolution of the Pop Art Assignment

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Hsiao Yuz's Reflection & Sharing: Validity of using the resolution of the subject sketch as a basis of a pre-assessment tool towards the final resolution of the Pop Art Assignment

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One of the ways I thought of to decide how ready a student is towards completing the assignment is to look at how well they manage their subject sketches. That is the subject they are going to duplicate and repeat in the main piece.

I have discovered an interesting dilemma that shed some light on the difference between student ability and student readiness.

Some of the students who are less able (or they have chosen to be seen as less able) have simplifed their subject design and this has greatly enhanced their readiness to repeat their design.

Comparatively, they are quite a number of able students who are able to come up with a complicated subject sketch now faces the challenge of repeating them accurately, which greatly reduces their readiness.

This means more able students with complicated subject designs may be less ready than less able students with simple subject designs.

But the most worrying group in the class are the students with no design subject sketches at all!

Does this mean they are totally unready?

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Topic Area: Oral

Skills:
1) Generating ideas
2) Use of sentence stems
3) Extending and elaborating of ideas

Mistakes：
Repetition- Kerissa

ASW: Area of weakness
(1) Generating ideas
Chaz
Irvin
Kelvin
Hongli
Leon

(2) Use of sentence Stems
Eaden
Kelvin
Hongli
Tristan

(3) Extension
Leon
Hongli

We already did "think-pair-share"
I would need to Buddy the strongest with those with 1-3

Kelvin with Yekai
Hongli With Braydon

Creating Whatsapp Group, let pupils listen to other work, add on their content.

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Aim: Who can run the fastest in class ?

Stronger group:
Aim- given
Changed variable - pupils identify
Measured variable - pupils identify
Constant variables- pupils identify

Weaker group:
Aim - given
Changed variable - given
Measured variable - given
Constant variables- pupils identify
(Sentence starters given to facilitate description.)

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Hsiao Yuz's Reflection & Sharing 2: Background resolution as a measure of readiness

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Hsiao Yuz's Reflection & Sharing 2: Background resolution as a measure of readiness

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I am trying out the resolution of the background to be painted for the main work as an alternative measure of readiness.

It makes sense as the background is part of the main work any way and its resolution is part of the final work's resolution.

I will expect quite a number of ways to differentiate and to pave the way forward.

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Prototype 3 Ng JK, Oral groups and peer learning

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Prototype 3 Ng JK, Oral groups and peer learning

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1) 3 things that excites me or I find applicable to classrooms
a) Chunking
b) Formative assessment throughout "I do", "we do" and "you do" phase
3) Pause and recall, is a simple process, but it should be follow by "recall, find, bridge the gap"

2) Wonder:
It is very likely for complex skills like oral, the "I do, we do and you do" should be repeated several times to chunk the skills we need over a 2 periods lesson and also over a term. It should then allow pupils to make proper connections to previous knowledge.

I wonder if the example use in the book can be further chunk. I think I will do the 2 Genotypes over 2 days, or have 1 row table instead of starting with a sq

3) Relatable Incident
In the area of oral learning, there are some sight words for various themes that the pupils should know. After applying "Pause and recall" followed by "check" and then doing a "think-pair-share" to share what they remember, most pupils are able to remember the sight words by the fourth day.

However, in terms of applying the words learnt into their oral answers, there is still work to be done.

I group the pupils into groups of 3, with a stronger pupil in each group. I used to ask the pupils answer the question without proper chunking. I realise if I break down the tasks into "2 main ideas" in less than 4 sentences, discuss some ideas, before I ask them to do their recording, almost all pupils will be able to give reasonable good answers.

Thereafter, they will listen to their friends' recording and add 1 more point that they missed.

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HuiTing
Tried a new class for "fair test", when a choice is given for level of difficulty, some might pick the easy way

Hsiao Yu
Readiness of the pupils will be enhanced, if assignment difficulty is raised. They are able to work backwards, without the need differentiated instructions

Aaron
Spelling, tried the word climb, and try a different way of "alternative writing", works of the concept of "choice" in terms of difficulty ...

Shared the same observation of both choosing either the most simple/ to most diificulty, seldom have any middle range.

Cheryl
Complete the lesson

Silvia
Finished the module, differs from Hui Ting, that pupils did not actually pick the easier option, but Silvia offers the flexibility of dropping down the difficulty notch.

Ng JK

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Challenges of DI/ paradox

Motivational ?- readiness
Both Child and Teacher

Choice - Grouping - Coaching
Aim- inclusively... Easiest choice will give you a pass grade, them trying to stretch themselves...
also the choice of self-esteem, self-differentiating, I also

Readiness... of pupil.../ Product/ process...
Interest...  Taught all 3 thou... 3 methods of difficulty
Dun differentiated the cap, taking the easy mode, can still hit full marks... <Impt>

Also findings - like some with choose the extreme... value of having middle room

Choice- readiness... motivation... etc

Result in trade off of "marks" True for academic false for Art

Profiling of the pupils... data... approach to a challenge...

Coaching
Expert groups---
Pairing
10 leader at first... Articulate, when placed with a group
The followers are "random" there is "no choice" --- shy among girls

effect... Of coaching

Can do, but cannot coach, cannot explain...
some cannot do as well, but can...<impt>

color .... ..

Choice of groupings...
Observation-- the leaders want to be together

choice, will have a popularlity...

Again is a paradox, is it a first cluster....  group naturally by ability, group by liking...
Pride--- No one leader will shun from it.... How can be a leader next time....<Impt >

Possible, same as lower group...

"whether DI is law of marginal returns???"

Is there a "ready age" for DI? is it possible for lower Primary?