# data[].attributes.body
(a) [5 mins] Take some time to look through the set of E21CC Facilitation Questions. Reflect on a past class lesson or activity and think about how you could have integrated

1 – 2 E21CC facilitation questions to improve the discussion and learning.​

(b) [5 mins] Share your insights and ideas with your group members.​

(c) [5 mins] Select two E21CC-infused activity ideas as a group and add them in Padlet.​

# data[].attributes.body
You may refer to this document to pick out relevant facilitation questions that help to incorporate E21CC in your lesson activity.

# data[].attributes.attachment_link.title
List of Questions to Facilitate E21CC 141124

# data[].attributes.body
We chose the P4 SS lesson on the contributions of the early settlers in Singapore centering on the challenges they faced during their time.

The students have to watch old documentaries on early settlers, read related articles and listen to related audio clippings before role-playing the characters. This will form the crux of the discussion in class.

# data[].attributes.body
CAIT 5

Explores possibilities and generates

novel and useful ideas . Inventive Thinking : Can ask them questions like : What are some different ways we could use to solve this problem?

Can you think of at least three possible

ideas/methods/ solutions?

# data[].attributes.body
An FTGP Homeroom lesson, focusing on making the right choice. CAIT1: Exercising sound reasoning & responsible decision-making. --> Making responsible decision. 1)What are the choices available in this situation you are facing. 2)Can you explain why you made this choice? --> Sound reasoning. 1)What is the impact of making that choice?

# data[].attributes.body
Inventive Thinking

This has been infused into the music SOW to foster creative thinking by exploring possibilities in creating music. Students need to think out of the box to collaboratively work on their assigned work.

What instrument can best demonstrate the dynamics of this piece of music?

Collaboration Skills

Science experiment activity - especially in science lab - students are required to work together in a respectful manner so as to achieve the end product of the activity. Teachers will normally assign roles to the students and they need to navigate their ways in trying to get work done in the midst of disagreement.

How can we show respect when we disagree with someone's idea?

# data[].attributes.body
(a) Oral - exploring different perspectives

How might someone with a different viewpoint see this issue?

e.g. allowing students to try to think from different POVs, giving a more rounded respond. this also cultivates empathy in the students.

# data[].attributes.body
[Making connections across the topics Percentage, Decimal & Fraction]

1) How does Percentage connect to what we've learnt before in Decimal & Fraction?

[Applying Knowledge]

2) How can we use what we've learned in Fraction to solve this Percentage word problem?

3) In future, when attempting a Percentage word problem, what is one step you can try (related to Fraction) first?

FTGP : Communication

# data[].attributes.body
E21CC Qn: Were there any assumptions you made that influenced your decision?

Lesson on Net/Barrier game: Include the above question to deepen students’ discussions on their strategic decisions during a Badminton game.

# data[].attributes.body
Role playing a particular scenario to showcase the value of empathy. We could deepen E21cc within the lessen by asking these questions:

Communication

● What can we do to keep an open mind when listening to differing opinions? Understanding Different Backgrounds

● How do your background or experiences shape your view on this topic?

Critical Thinking

Guiding Thought and Decision-Making Moral Reasoning (CCE)

● Why did you choose to act in this manner?

● What would happen if everyone thought or behaved like you? \

● Why do people think/behave like they do?

# data[].attributes.body
(a) Our group members shared that in Art, Math, and Science are taught in a spiral education format. Therefore we can foster Adaptive Thinking in students by asking questions that encourage them to make connections between topics learnt.

Making Connections

●      How does this topic connect to what we’ve learned before?

Science has many scenario-based questions that lends itself naturally to encourage students to apply knowledge.

Applying Knowledge

●      How can you use what you’ve learned previously in this scenario/problem?

# data[].attributes.body
CCI 1: Effectively Communicates Information and Co-constructs Meaning

In CL lessons, students often provide simple answers. To encourage deeper thinking and more complete responses, comprehension and oracy lessons can include E21CC facilitation questions where students build on their peers’ answers. This helps to co-construct a more well-rounded and comprehensive understanding.

Building on Ideas

● What can we add to this idea to make it more complete?

# data[].attributes.body
P5 Kem OC (compo writing)

Collaboration Skills

How did your individual roles contribute to the success of the task?

ML ALP performance:

Adaptive Thinking:

What connections can you make between this story with your relationship with friends?

# data[].attributes.body
P1/P2 Group Writing

Defining Roles and Responsibilities · What roles do we need in our group to complete this task? · Which role would you like to take on? Why? · What is each person’s responsibility in the group? · How will we make sure everyone understands their role?

Before we start the group writing exercise, we can ask the questions above to set some expectations to the class.