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The first 5 minutes of the lesson is the most important factor when I saw the inputs from all the groups. Having check-ins, engaging in games, greeting and having a visual schedule/agenda would definitely help to ease the student into the lesson proper.

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Our ICS project should be kept simple. Despite focusing on the challenges students face, we should refrain from implementing too many interventions.

In terms of error correction, I realized we could actually wait to correct the student until the end. Students may become demotivated if we stop and correct them all the time. It is possible to 'conceal' the error correction portion by continuing to work with the student as extra practice.

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The I Do, You Do and We Do segments should be related and be based on the same activities. Also, it's good to start with checking in and in the event where the student is not having a good day, let him know that you will definitely address the matter and direct his attention to the lesson.

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Looking at most groups, checking in was essential. We must make an effort to build rapport with our students and understand their likes and dislikes.

This will be very useful when we are planning our individualized lessons.

We must also ensure that we package our lessons as a whole and deliver them with proper closure so that students will understand it and learning is done in depth(able to retain). (i do, we do, you do)

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1. It is important to to build rapport with students, know your student well (strengths and weaknesses) to plan the lesson.

2. Before the start of the lesson, Check In with the well begin of the student and a schedule of the activity for student to tick off when completed.

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1) Check in using feelings and thermometer chart

2) I like the idea to have two pile of cards (correct and incorrect cards) and do error correction at the end

3) Can get student to share their Aha moment for their learning

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Collaboration is key for a successful WS or ICS. As the saying goes, "it takes a village to raise a child. For WS or ICS to work well, we will need to build rapport with the teachers, not just the form teachers but also the subject teachers. This way we can holistically and effectively help the students. Another AHA is on differentiated instructions. This is an area that can make a difference to the students with sen and also impact the rest of the class positively when executed well.

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The student's wellbeing and how we manage it will set the tone of the whole withdrawal session as it is important that the student is ready to learn and that there are no underlying issues that needs to be resolved. If there are any, validate and listen to it and affirm the student that we will come back to it at a later time during the lesson

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1) Build rapport and know our students well.

2) Before we begin any session with our student, always check in with them and find out how they are, their well-being is as important as the lesson we have plan.

3) I do, We do, You do - To have the same kind of activities and not something different so that our student can model after and be more confident in their learning.

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Be sure to get to know more about your student (eg. strengths, interests) and build a good personal connection with them.

Putting aside the task, it is important to remember that our students are a lot more than just being a part of our project for practicum.

Remember to empower them, help them feel success and boost their morale for their academics despite their areas for improvement.

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My group thought we had accidentally invented a strategy (See, Say, Find, Copy) 🤣
Thanks to Molly for explaining that it has basis from the Orton Gillingham Approach.

The big picture that I saw was that ICS seem like the final act of the entire intervention process. In the end it is a goal that whatever strategy that was taught will be generalized, implemented and supported by the students themselves or the by people closest to them.

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Collaboration with stakeholders such as teachers, parents and the student themself is important so we can better understand their needs and plan interventions that addresses the needs of the student.

Provide student with success factor to empower them and increase their self-esteem.

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AOB AHA MOMENT!
Today, is the first day of Chinese Spring Day in Chinese calendar as mentioned by Dr Liz before lesson starts.

Other AHA!
Do not put student photo at the ICS slides under Overview of Student Profile.

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It is important to identify student area of concern and think through the data collection before the start of the ICS project.

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- Check-in on student well-being is crucial though a small element of the lesson plan.

- Explaining the rationale behind the intervention is vital as students should be convinced of the effectiveness and understand the purpose of the intervention.

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For a lesson on Vocabulary (Sight words)-Introduction, AED (LBS) can do a visual drill with 1 Minute Word Dash of the sight words list to assess the student's current level of reading ability and to motivate the student of his/her reading progress to continue in learning to read and improve in his/her reading skills and abilities.

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1. Check-in on the student's well-being before jumping into the actual lesson.

2. Include activities where student can move around (kinaesthetic / multisensory).

3. Look at it as an "area of concern" instead of a weakness.

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The see, say, find, copy strategy shared by a group was interesting as it is very guided despite having movement involved. It is engaging and takes some focus away from the stress of speaking aloud.

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Make the closure for the withdrawal lesson plan interesting such as playing a game to recap the lesson that was being taught. Allow the student to move around the room - promotes multi-sensory.
Reply: Dear Aqilah, we don't have to make the closure interesting. What is needed is to have a closure and only if you have extra time, then you add in fillers e.g. game (which must be related to what was learnt in the lesson), and then have your closure at the end.

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Build rapport with the students and like what Li Lian pointed out, checking in on the student at the start of the day or week is essential. It gives them a sense of assurance and positivity to start the day knowing that there is someone they can always look for if they ever need one.

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Importance of zooming in on areas of concerns and being selective on the skills to be taught is what I have learned today especially through the group ICS discussion. A student can come in with many issues, but we have to focus at the most urgent and important need be it academically or behaviourally.

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1.Check in on the students before starting our session. Do a recap of the previous lesson before moving forward.
We might need to be prepared to change our lesson if the student is not ready or has some issues. So always have extra activities planned.

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I think its important to get the student and the teachsrs to buy-in. It is also good if the AED can go-through with t he teachers what is covered during withdrawal. So that the both parties can be on the same page and the teacher can reinforce what was taught during withdrawal.

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Greeting students in the morning when they come in, sets the tone and starts them off well. It gets them ready and sets them up for success.

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I realised that while listing down student's difficulties is easy, it is hard to look for a student's strength. as such, we should gather more information from stakeholders even before creating any lessons for the student.

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A group shared an activity during the You Do portion (for student to choose 17 words of his choice). It gives the student more self-confidence as he's able to pick the words that he wanted to read.

Another idea is to place the cards around the room so a kinaesthetic learner can be actively learning. But if that's the independent practice then gotta use for modelling and guided practice as well