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Recall one lesson that made an impact on you/ your students:
(1) What happened? What lesson was it? Teaching of skills/ content?

Teaching of skill of assertion in 3A.
This was done through teacher modelling and students' individual attempt thereafter. During the teacher modelling, students were shown the difference between a rephrasing of the source, and an explanation that clearly addresses the assertion statement. When students were given the time and space to attempt during the lesson, this allowed them to clarify their doubts.  Along the way, some lower progress learners needed help in identifying the evidence, as well as sentence starters and these sentence starters were provided on the board.

(2) Why do you think it happened that way? (Think along student engagement/ use of DI/ ICT-infused lesson?)
After going through teacher modelling, students were allowed to apply the skill learnt and this was useful in helping them attempt their "explanation". As students were given time to read through the sources and attempt at their own pace, this DI in terms of their preparedness level allowed me to better support lower progress learners. Students were on task and trying to address the question.

(3) Did all the students benefit from the lesson? Why or why not? (Evidences of learning) (So what)
When students submitted their 2020 SR Assertion attempt, I could observe an improvement in their explanations that went beyond rephrasing the source. Moreover, I also observed the transference of understanding to their comparison and reliability questions, where there was greater clarity in their explanation.

(4) Looking ahead, what do you want to see more of in the Social Studies/ Humanities classroom? (Now what)
Since explanation is an important element in SBQ across all questions, perhaps the SBQ packages given to students could consistently draw out and emphasise this element of explanation.

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Recall one lesson that made an impact on you/ your students:
(1) What happened? What lesson was it? Teaching of skills/ content?
It was a lesson on SBQ Assertion skill for the 3A/B students.  At that point, they have been taught how to write an assertion answer (with relevant source use & explanation of why the source supports/ doesn't support the statement) but there was a majority of students still not getting L2.
(2) Why do you think it happened that way? (Think along student engagement/ use of DI/ ICT-infused lesson?)
I think for some, they found the concept of explanation to be quite abstract as they were just rephrasing the source evidence in their attempt to 'explain'. Despite giving sentence starters as scaffolds, there was more that needs to be done to help them. So I crafted a worksheet that pooled together their common mistakes to get them to see how their peers' answers could be improved.
(3) Did all the students benefit from the lesson? Why or why not? (evidences of learning) (So what)
I could observe that the students were trying to identify where their peers' went wrong in their answers and attempted to provide better explanations.
(4) Looking ahead, what do you want to see more of in the Social Studies/ Humanities classroom? (Now what)
It would be good for the team to review our SBQ Assertion package for the Sec 3s so that there is more refinement in guiding students to explain their sources better.

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Recall one lesson that made an impact on you/ your students:
(1) What happened? What lesson was it? Teaching of skills/ content?

Social Studies lesson on Assertion bonus mark- reliability.

The lesson was carried out as part of the SBQ skills revision for 3D. Based on marked work, it was determined that the class had difficulty structuring their answers for reliability-purpose.

(2) Why do you think it happened that way? (Think along student engagement/ use of DI/ ICT-infused lesson?)

Individual Google Slides for each student to write their response to the Source they were assigned. Depending on the student’s achievement level, the difficulty of the source varied. I went through a suggested response for the least difficult source with sentence starters and connecting phrases provided for students to refer to, while they wrote their responses on their slides.

(3) Did all the students benefit from the lesson? Why or why not? (Evidences of learning) (So what)

Based on the responses that we went through for selected responses in class, students’ responses shows an improvement across the different achievement levels in writing their response for the bonus marks and they were better able to understand the rationale for why a source can be biased.

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1) Reliability skill lesson -> 3B students were confused on the requirements for their responses (thought that they had to have all the levels before they can get their marks)

2) Why -> Perhaps the table when presented in the LORMS format could have been overwhelming to the 3NA students as it was their first exposure to such skills that require cross-referencing.

3) After clarifications and post-WA3 review, students were more aware of the requirements. So what -> Perhaps we might have to relook and redesign the Reliability Skill Package (e.g. use non-TB sources which are richer and can provide more scope for students to interact in)

4) Perhaps other non-PPT way of imparting content to the students? E.g. Bringing up a TB example and then getting students to research in smaller groups for other relevant examples (since this is a critical expectation at national level).

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We can use the RP framework to guide us in our reflection activity today.

# data[].attributes.body
Recall one lesson that made an impact on you/ your students:
(1) What happened? What lesson was it? Teaching of skills/ content?
(2) Why do you think it happened that way? (Think along student engagement/ use of DI/ ICT-infused lesson?)
(3) Did all the students benefit from the lesson? Why or why not? (evidences of learning) (So what)
(4) Looking ahead, what do you want to see more of in the Social Studies/ Humanities classroom? (Now what)