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The presentations during the tutorial was engaging and fun! I learnt how to incorporate songs to teach phonics. Also, I learnt the 12 key elements needed to incorporate explicit instructions. Through the lecturer's examples, I got a clearer idea of how to use the systematic approach of "I do, we do, you do".

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Lecture- explicit instructions
-delivery
-organized and focused lessons
- i do, we do, you do -students have plenty of practice before independent learning takes place.

The teacher has to always check with the student about their learning and understanding of the lesson.

tutorial
the presentations were Excellent. They managed to get our attention and the positive comments given to the participants motivates them to trial and error.

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I learnt that explicit instructions should be intentional on the part of the teacher and all students can benefit greatly from it. Even adults will miss out on certain parts of various instructions and by breaking down the instructions, it will help with understanding the instructions. I have practiced 'I-do, We-do, You-do' during teaching and this is a good re cap as to why it is useful.

I greatly enjoy the diagraph lesson from Annie and Ginny. It was an opportunity to re-learn what is a diagraph.

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Today’s lecture focuses on the effective instructions when teaching students. After reflecting, I realised that a key element that is often missed when I teach would be the breaking down and sequencing of skills into smaller instructional strategies. In a large group, there are often assumptions that students “should” be able to know certain knowledge or are able to keep up to a certain pace. By segmenting the skills into smaller units, students will be able to master and identify strategies and use them at their own pace. When learning about phonograms, there are various elements such as consonants, vowels, diagraphs, etc. Without learning about consonant sounds, the student will not be able to identify diagraphs or trigraphs.

During lecture, modelling was emphasised as a guide to deliver effective lessons. While observing my friends present their lessons, the usage of modelling was very evident in their teaching practice. Taking Annie and Ginny’s lesson on the /ch/ diagraph as an example, the “I do” was seen when they sounded it out and used a visual to explain how to read /ch/. After which, we worked through a “We do” practice using an interactive dot and car method that helped us identify the letter sounds and read concurrently with the teachers. At the end, there was a ”You Do” moment that had us identify words that start with /ch/ in a passage. The usage of numbered words made it easy for the students and teacher to identify words especially as students may be unable to read the words in the passage.

I had tons of fun participating and learning from both lessons!

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Lecture
Explicit instruction - structured, systematic and effective methodology for teaching any academic skills.  It is characterized by supports or scaffolds.

Key learning points:

The breaking down of complex skills into smaller instructional units helps to reduce cognitive overload and over taxing students' working memory.

Sequence the skills logically with organized and lessons focusing on achieving LO.

Begin lessons with clear goals and expectations. The 'What' and 'Why' of learning goals are explained at the beginning of lesson.

I do- We do - you do lesson is crafted intentionally and independent You-do activities are only carried out after mastery of concept.

Distributed and cumulative practice help in retention and automaticity.

Close monitoring with corrective and affirmative feedback are to be provided immediately upon students' responses. This would help the students to achieve high success rate and reduce errors.

Help student to organize knowledge through the use of graphic organizer, mind map, notes. This would help them to retrieve the information, synthesize and integrate what they have learnt.

Effective teaching occurs when the students  learn and master the LO. It involves interaction between the teacher and student (learner) and students among themselves pertaining to the LO.

Tutorial
Vrinda's & Priya's ccvc lesson included recap and lesson review. The colour coded vowels and consonants help me to differentiate between the two.

In regard to the digraph presentation by Ginny & myself, I would need to work on the fluency of reading the word after sound-by-sound method. More practice on reading aloud the words or in decodable sentences may help me.

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I have learnt more about giving explicit instructions through the incorporation of the 12 key elements. The application of the elements is not new as i've tried using some of them in my past teaching and school's stint.

The framework of 'I do - We do - You do' is easy to remember and provides a guide to deliver the lessons in a way that will benefit the students.

I do (Teacher directed learning) - Teacher will model, as well as break down and sequence the teaching of the content and skills in a logical manner. It is important to make the goal of the lesson explicit so that students know what they are learning, and the rationale behind. The teacher can also make his/her thought processes visible and aloud.

We do (Guided Practice) - Teacher checks the student's understanding through working through problems with them. It is a time when the teacher can provide support and feedback- so that students can know what their errors in their understanding are and prevent the occurrence of making the same mistake in the future.

You do (Independent Practice) - Provide distributed and cumulative practices and integrating components of listening, speaking, reading and writing

I had an enjoyable time during the tutorial and great job to the teams that have presented! I've learnt about some tips to help me to remember the vocalisation of some letters (e.g. placing a palm and see if there is a puff of breath when pronouncing the 'h' sound) and i love their use of visuals.

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This session I learned about explicit instructions in teaching. Although I had used the I do, We do, You do strategy during my pull out sessions previously, it is only now that I realised my method was wrong!! What I did was I do, You Do, We Do! After demonstrating to the child in I do, I asked the child to do in You Do and then we do together in We Do. The child may still not understand the teaching and will have felt less confident. Now that I have understood and learnt the correct strategy, I  hope that I can confidently assist the child in future.
In the tutorial sharing by my peers, I not only enjoyed the presentations but also gained some knowledge in delivering a lesson on diagraphs. They used animation and colourful pictures to enhance the visual. Using arrows and the car animation helps pupils to follow the correction direction when reading. Some gestures to teach making the sounds of letter example letter 'h', the sound is silent, therefore we can place our palm to the mouth to feel the short breadth when sounding it. Good job to both teams!

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For this session, I have learned what were the 12 key elements of effective instructions and specifically on how to carry out the systematic instructions by using I Do, We Do and You Do.

By going through the 12 key elements of effective instructions it reassured me as I realized that I've used a few of these elements back in my school stint however I did not know what the term for it was.

I do- Modelling to the students by show and tell alongside with checking the student's understanding. The key point is to think aloud so it brings the students along on what is the thought process behind the new strategy/content that is being taught to them. Thinking a loud also makes the classroom an interactive environment for students.

We do- Guided practice with students by prompting and close monitoring + feedback. It basically provides the opportunity for the students to try out the modelled task + close monitoring from teacher to instill the confidence in them before the next stage.

You do- Independent practice by students (done only when teachers feel confident that everyone is able to understand)

All students go through this process however some students may need to alternate by giving more I do or more We do before You Do.

During the sharing of presentations by my classmates, I've learnt about CCVC and Diagraphs. 2 key pointers that were memorable was how to sound /h/ with the hand tip from Vrinda and Priya's presentation and the animation for car to blend the words from Annie and Ginny's presentation.

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I learnt about the aspects of delivering explicit instructions. I also really enjoyed the "I do, We do, You do."  model because it is simple to remember.

In the "I-do" stage, I realised the importance of modelling to students how to carry out task. Oftentimes, I merely tell the student what to do, rather than showing him or her what I do. I also realised that at times I am so caught up with teaching, I forget to elicit response from my student to check their understanding. These are things that I would like to work on!

Through my classmates presentation, two key takeaways I had was (i) Associate the words taught with images; it helps for better recall and contextualisation (ii) For the lower primary student, the use of a car moving from left to right might engage them and help them better understand the meaning of blending letter sounds.

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I have learnt many techniques to teach students such as explicit teaching. The "I-do, We-do, You-do" was the main takeaway of today's lecture. I have heard about these before, but it was a good recap and reminder of what explicit teaching is.

Main part of I-do was the modelling. Show more than tell. I feel that this method is very important when teaching as sometimes, the more the teacher keep saying, the words get lost. However, if the teacher shows how, and get feedback from the student. It becomes much more interactive, and it can get retained better.

I often did all these when teaching with students, but I did not know the purpose of it. All these are are critical steps to help students reduce error thus improving their self-confidence in learning.

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From today's lecture i learnt more about explicit instructions and how it helps the learning process of students. i found the I do, We do and You do to be a useful technique which moves through the stages of teacher modelling, guided practice and independent practice.

I also learnt more about digraphs from Ginny and Annie. They made it interactive and engaging.

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During the lecture, I've learnt about the elements of Explicit Teaching; and what is expected of Teacher and student in Explicit Teaching. In I Do, the teacher is expected to show strong modelling - demonstrate step-by-step; think aloud so that students can understand what teacher is doing - and to ensure student is observing, check for student's understanding. In We do, the teacher is expected to coach (provide guided practice) - try the task that has been modelled and provide scaffold - and get student to think and articulate so that they develop their understanding. Teacher should fade off the prompt towards ensuring that the student can perform the task independently. In You Do, the teacher provides enough practice for students to deepen understanding and generalize.

In Tutorial, I've learnt great tips from my tutorial mates on teaching CCVS and Digraphs /ch/ and /sh/ and on help students to be engaged in their learning. Using videos and songs; providing sufficient practices; use of dots to support the making of sounds contain in the words are just some of the many tips that I have learnt.

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I have learnt:
1) The 12 elements of explicit instructions - especially how important to use the systematic approach of "I do-we do-you do" in our teaching as it incorporates having a strong modelling for the child to see how something is being done before asking the child to perform the task. Modelling is showing how to do something vs preaching is telling someone what to do. "We do" is an important stage to bridge a child's learning before a child does independent work as providing guided practice allows us to provide the child with immediate and specific affirmative/corrective feedback to aid in a child's learning.

2) Through Vrinda, Priya, Annie and Ginny's presentation, I have learnt the use of various teaching techniques that is useful and helpful to aid in a student's learning. For example, showing non-examples to further illustrate what is being taught, checking student's prior knowledge and having a recap/review before and after the lesson to reiterate concepts, using colours/ animations/ dots/ arrows/ graphics to illustrate concepts, and catchy videos to help students remember what is taught.

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For the lecture, I have learnt more about explicit instruction especially the elements as well as the benefits of it. Specifically, I find the systematic instructions very useful for instance, the 'i do-we do-you do'. Having myself to do it so that the students would be able to model, and then to guide the students through guided practice (only after checking their understanding) and eventually let the students practice it themselves independently. Also, the importance of slowing it down and doing it at the pace of the students. In addition, the affirmative and corrective feedback that can be used with the students.

For the tutorial, I had an enjoyable time and learnt alot, especially with regards to the content and the way that the presentations were conducted. For instance, using authentic example during activities and also learning of the words in context i.e. giving example of the usage of the word in a sentence. Thank you to both team for the amazing presentations!

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I've learnt more on explicit instructions during today's lessons. A few takeaways include delivering organized and focused lessons, to provide systematic instructions. I've also learnt about providing strong modelling by thinking aloud as we demonstrate step-by-step instructions using clear, concise and consistent language. Before moving on to guided practice, we have to check on the student's understanding and decide whether we should carry on. After providing guided practice, we have to monitor their performance and provide immediate affirmative and/or corrective feedback. Lastly, students should be given opportunities for independent practice.

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Today's lesson was quite insightful in breaking down the various steps in effective instruction.

Previously the term I do, We do, You do was widely thrown around but it was not really clear as to how to effectively used it. I learnt what are some of the steps to do within each component.
I do - This component can be enhanced by clearly modelling as well as stating the goals and rationale for the lesson. Thinking out loud of why you do certain things also would help the student gain clarity when they try to do the task assigned.
You do - Is an important component when gradually releasing of responsibility of the child's learning. Where they try with you to accomplish the task assigned. It is important to assess the child's understanding and provide affirmative/corrective feedback during the session.
We do - Where the students attempt the tasks independently.

The presentations today showcased many good practices. Visuals were great with clear indications of vowels and consonants with different font colours. The recap and review of past material to check-in on students understanding. The animations to go through sounding and blending of the words showed step by step what to do, enhanced the teaching of the concepts.

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In today's lecture, we focused on explicit instructions which allow for a more effective teaching and learning to take place. The I do, We do, You do, model was also used. Explicit instructions allow for error reduction, as well as close monitoring of what the child has learnt from the lesson. It also allows for concrete examples to be shown and guided practice takes place for student to have a better understanding of the lesson.

Good job to Vrinda/ Priya and Annie/ Ginny for the great effort in their presentations! I learnt a lot more about sound blendings and digraphs that I will hold on to for a long time. The recaps were definitely something that I will remember to put in during my withdrawal sessions.

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I have learnt more about explicit instructions and the benefits of it. Using the I do, We do, and You do, the teacher models the task briefly to demonstrate what the students should know. When teachers provide strong modelling, there would be a reduction in errors that students would make. This increases the chance of success for our students, which is important for building their confidence in the task. During the guided practice, it is also another step to help teachers ensure that their students understand the content, and have sufficient practice before engaging in independent practice. Thus, improving student’s mastery and allows students to feel comfortable and also engaged in the lesson.

From the presentations today, I have learnt to recap the previous lesson and provide a review at the end of the lesson. I have also learnt to give gentle and immediate affirmative and corrective feedback.