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Q1. What are the similarities and differences with how we are already doing things versus having the SLS PS?

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Q1. What are the similarities and differences with how we are already doing things versus having the SLS PS?

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We can monitor students' responses during lesson. Better understanding how much they have learned from the lesson.

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This method allows the teacher to monitor individual responses from students.

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Similarities: Gathering feedback on different platforms, using videos to trigger interest.
Differences: SLS is a single platform with various tools for teachers.

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Similarities like hook activity for students, use of videos to share learning, there are feedback sessions in class to capture learning. Differences- may not have use ict so frequently to capture feedback.

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At present, we are using similar strategies I.e. hook, discussions in our teaching and learning . It also allows us to capture students’ responses for follow up action.
Difference - Use of multiple ICT tools to achieve the same objective.

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Similarities: Activities used before and after the implementation of SLS PS are similar.
Difference: With the incorporation of the SLS PS platform, we are now able to compile students' learning response to be used for students' post activity recapitulation.

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Qn 2. What lessons have I planned before that I can modify to deepen learning with SLS PS?

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Qn 2. What lessons have I planned before that I can modify to deepen learning with SLS PS?

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Quiz in worksheet form is planned and given to students to answer in class after lesson. The worksheet can be modified to have space for student to give their feedback of the lesson conducted.

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Chapters on technology can be carried out using SLS PS. This will allow students to learn on their own outside the normal curriculum time.

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Lessons in relation to food science can be carried out. This will allow students to deepen their understanding on specific topics. For example, a video can be posted and feedback and discussion can be done on the same platform to gauge their understanding. Their feedback can be gathered and compiled more easily.

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Capturing key discussion points on journal work eg design situation/ imageboards/ mindmaps etc- use for further lesson discussions- can check for misconceptions/ highlight subject literacy words etc.

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Enquiry based learning in the form of post-activity reflection can now be compile on the platform instead eg. Food Science - Reactions that occur in carbohydrate products.

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To use it to engage students when doing design journal in Sec 3. At this stage, students are learning the skills required for different stages of design journal. This platform will allow for (I) trigger activities, (ii) group discussion prior to their required individual task, (iii) feedback or post reflection for teachers to check for understanding, etc.