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https://forms.gle/TzdkWnrKY2CfoHGG7

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Based on what you have read from the P1 EL level review 2023 (attached) and/or what you have observed about your students, briefly state in a new post one/a few intervention strategies you will be carrying out with them. Please indicate your name and class as the subject. 

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Based on what you have read from the P1 EL level review 2023 (attached) and/or what you have observed about your students, briefly state in a new post one/a few intervention strategies you will be carrying out with them. Please indicate your name and class as the subject. 

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Q2) In what ways can ChatGPT assist teachers in lesson design, assessment for learning and administrative matters?

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Q2) In what ways can ChatGPT assist teachers in lesson design, assessment for learning and administrative matters?

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Start a new post with your response please.

Please indicate your name as the subject.

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Q1) What are the limitations of ChatGPT and how might these impact its use?

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Q1) What are the limitations of ChatGPT and how might these impact its use?

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Start a new post with your response please.

Please indicate your name as the subject.

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Q3) What resonates with you most after reading the guideline?

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Q3) What resonates with you most after reading the guideline?

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Start a new post with your response please.

Please indicate your name as the subject.

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I intend to do the following:-

1) Use more spelling games during brain breaks to help make learning fun. One my students like is to write out a word they have just learnt on a strip of paper, cut it up letter by letter and challenge others to unscramble the word by piecing the letters together.

2) providing more support and resources, including the LP students themselves, to the LP students in-class. Eg creation of word cards of sight words for increased frequency of practice.

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For EL, I think the best use of this AI tool is to the generation of teaching ideas to customise learning for students with diverse needs.

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Generative AI tools are here to stay and will greatly change the face of the education landscape for both educators and learners. However, they will not replace educators as they are only trained on data. Educators have to manage their usage and edit/adapt materials/resources generated such that they truly suit/benefit their learners.

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According to the article, ChatGPT is trained on web data based up to 2021, thus we may not be able to generate factually correct materials aligned with current trends and affairs on it.

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For students’ use: It may not be an appropriate tool for younger age groups with weaker grasp of language. Inaccurate use (e.g poor crafting of questions) of the tool may lead to inaccurate/ inappropriate responses

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Ultimately, ChatGPT is a support rather than a replacement. Teachers can utilize AI to their advantage however only to the extent which best suits their student’s learning profile

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I intend to do the following:

1) increase comprehension sequencing practices with the students so that they are more familiar with the process of searching the text for the sequence of events

2) increase my students' ability to successfully unscramble words in Word Order practices into the correct sentences using SVOA, while also training their habitual use of capitalisation and punctuation when they rewrite the sentences.

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CGPT, despite its capabilities, cannot replace the human touch in education. Students need emotional support, encouragement, and mentorship from teachers and instructors. Relying too heavily on AI-powered tools may negatively impact students' overall educational experience.

It is also unable to consistently identify patterns and provide correct responses, for example, when asked to solve visual puzzles

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- Assisting in lesson design and preparation

- Providing scaffolds to support self-directed learning

- Acting as a digital knowledgeable source to explain concepts and simplify explanations for students, and provide customised feedback depending on answers provided

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MOE's current stance to be open to using tools like ChatGPT and to ensure that the use of these tools do not undermine foundational skills and concepts, especially for younger students

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I still need time to know my students in order to decide an intervention strategy. First time teaching them.

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To use ChatGPT effectively, one must be able to discern if the AI responses are socially, culturally and morally appropriate. Our young learners do not have such capacity yet.

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I think AI can help sieve out many lesson ideas and teaching strategies that are differentiated in nature to meet the diverse learning needs of our students.

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Be open to using generative AI tools such as ChatGPT in our work, as these tools can support us in our professional practice, and will become increasingly pervasive over

time. WOW ~_~

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1) More journal writing and free writing opportunities.

2) Copying down new phrases into the journal book. (As word bank book is more for new words learnt.)

3) More small group teaching using the semi-circle table.

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ChatGPT may sometimes provide inappropriate responses that are biased or harmful, or that do not relate to our profile of students.

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Generating of texts.

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As helpful as AI may be, there is nothing like the human touch.

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Dear TTT members, please park your WALT (and WILF) statements here. Do indicate the topic and state the SIO too for greater clarity. 

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Dear TTT members, please park your WALT (and WILF) statements here. Do indicate the topic and state the SIO too for greater clarity. 

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Respond to the following here: 1) 1 takeaway from 1st CT sharing on FA, 2) a personal AFG in creating WALT/WILF statements. Please indicate your NAME as the subject.

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Respond to the following here: 1) 1 takeaway from 1st CT sharing on FA, 2) a personal AFG in creating WALT/WILF statements. Please indicate your NAME as the subject.

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Respond here based on what you have read from the article: I used to ... but now I think/feel/learn ... Please indicate your NAME as the subject.

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Respond here based on what you have read from the article: I used to ... but now I think/feel/learn ... Please indicate your NAME as the subject.

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1) creative writing and critical thinking can be impacted when easy way out answers or essays are provided

2) facts are unverified and can be manipulated

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getting ideas

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lessons shd be conducted on using tech and AI and MOE can provide guidelines, pros and cons etc

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1. I did not attend the CT sharing.

2. I should be more consistent with displaying the WALT/WILF on the whiteboard during the lesson.

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1. Stating the WALT visibly to students will help students to know what they are going to learn for that lesson and help me keep track of my teaching focus.

2. I need to be clear of what I want my students to learn and be specific in my WALT.

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Learn from article that Success criteria can be different from learning intentions. Can use the " I Can" for success criteria.

ps. something i learn also, teaching is very challenging 😁

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1. I need to be consistent in displaying and reading the WALT with the students.

2. Revisiting it at the end of the lesson.

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1. Use WALT/WILF depending on type of task on hand/ topic

2. Being more intentional when writing the WALT statement on the board - direct attention to it whenever appropriate during lesson to remind/ reinforce.

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It was a recap about what a learning statement should be and how success criteria should be phrased. Although teachers do this verbally , it is good to write it out and inform students of the learning objective of the lesson. I remember using exit tickets of various kinds to assess what the students have learnt.

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I used to think that a WALT is generally a one-size-fits-all. I've learnt that it can be varied according to teacher's preference/style and student's language ability.

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I used to think that you only need to mention the learning intentions at the start of the lesson, but now I learnt that it is important to revisit the learning intentions during and at the end of the lesson.

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I often put 'be able to' in the WALT statement. I should instead state:

"We are learning about the difference between request and command."

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Unit 4: Vocabulary

WALT

We are learning to:

1. USE words and phrases about preparing food.

2. SORT (group) words and phrases into different categories like ingredients, equipment and ways of cooking.

Success Criteria

1. I can identify items/words related to preparing food found in the big book "A Day in the Kitchen with Grandma".

2. I can put words and phrases into the correct (categories) groups like ingredients, equipment and ways of cooking.

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Unit 4: Oracy 2

WALT:

1. Listen actively for information to answer the questions.

2. Express ideas clearly with the correct flow.

Success Criteria

1. Link prior knowledge before, during and after listening.

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WALT:

1. Identify uncountable nouns

2. Understand that uncountable nouns do not take plural forms

Success Criteria

1. Define countable and uncountable verbally

2. Choose/select/ pick out uncountable nouns from a given list

3. Define what are plural nouns

4. Recall that we add 's' at the end of a noun

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Resource Sheet (Hardcopy Was Given in W8)

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Resource Sheet (Hardcopy Was Given in W8)

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State briefly YOUR PRIOR KNOWLEDGE about ALL-STUDENT RESPONSE SYSTEMS

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State briefly YOUR PRIOR KNOWLEDGE about ALL-STUDENT RESPONSE SYSTEMS

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Please indicate your names as the subject

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Please indicate your names as the subject

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State briefly WHAT YOU WANT TO KNOW about ALL-STUDENT RESPONSE SYSTEMS

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State briefly WHAT YOU WANT TO KNOW about ALL-STUDENT RESPONSE SYSTEMS

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Dear colleagues, Here are some resources we used to learn more about PPP in 2023.

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Dear colleagues, Here are some resources we used to learn more about PPP in 2023.

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I used to think that mini-whiteboards were the only tools I could use but now I realize that there are many other ways I can get ASRS.

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I used to think that the exit passes is carried out at the end of the lesson but it can also be done at the end of the learning.

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There was a good discussion about what different teachers used to gather all student responses. Whiteboards, sticky notes, exit passes. Some need more preparation. Personally , the sticky notes and white boards appealed to me.

Ease of use and immediate feedback were contributing factors to my choice.

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To assess students' current understanding so as to know to whether to reteach anything or move forward. To also encourage students to think about their learning/reflect on their thought processes.

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Teachers want to find out

1. how students feel about the lesson

2. whether students understood what was taught

3. what the students have learnt in that lesson

4. review the lesson, is there a need to revisit the lesson

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Write down 3 new words you have learnt today.

Grammar

Identify the verb and the noun in the sentence.

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Make a sentence each for 2 new words you have learnt today.

Grammar

Come up with a sentence with a noun and verb.

Writing

Why do we need to use full stops?

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W8 - Slide 1 to 9

W9 - Slide 10 onwards

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Exit Tickets Crafted for SBA 1 for Unit 9 - Magnetic Max

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Exit Tickets Crafted for SBA 1 for Unit 9 - Magnetic Max

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Dear P2 EL teachers,

Attached are 4 types of exit tickets which Mdm Ros, Dwi and I have thought of using to gather responses from all students. 2 prompts are content-focused while the other 2 are skill-focused. Do try using them when you do SBA 1 of U9 and collect evidence of learning for discussion during TTT in W1/2

Lyanna

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Indicate the following wrt the use of your exit tickets: (1) a positive outcome, (2) what could have been better (3) what you would do differently the next time

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Indicate the following wrt the use of your exit tickets: (1) a positive outcome, (2) what could have been better (3) what you would do differently the next time

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I posed the question "Do you think Max should have played pranks on others? Why or why not?" Students responded on post its.

1. Positive outcome : everyone was able to respond adequately and no one went off topic.

2. What could have been better : Not many responses went in depth.

3. What would you do differently the next time : Give an option of two different questions/ assign different questions to different groups.

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The students enjoyed giving their opinions. Their voices could be heard. Providing students with question choices indirectly helps me understand my students and their thought process. Nothing I will do differently.

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I used an exit ticket to find out their opinions about the prank.

Positive Outcome:

All the children thought Max went too far with his prank.

What cd have been better?

I could have phrased the question differently. The use of the word 'right' might have imposed a view of the prank as something negative.

What you wd do differently?

A more neutral question.

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1. I gave the class 2 questions randomly. Most students are able to respond to the questions.

2. Give more time to some of the students.

3. I may let them choose the questions that they want to answer. I may do it at 2 different lesson to focus different things.

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Positive: Able to get everyone's input. Pre-empted that there will be a small activity at the end to check if they were listening - motivation to pay attention / think

To work on: Many needed guidance to answer the questions. Differentiation/Improve the outlook of the questions - make it more of a short book review?

-Add on questions to check on comprehension: (i) sequence the story/ (ii) Tick the correct option: the story is bout ______

-Add on questions to check on skills used: What did you do when reading the book? (options: guess.. look at pictures)

Maybe also add on how many stars do you give the book

What to do differently: Explore different representations, tech maybe?

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Positive Outcome:

Almost all of the responses provided by the students showed understanding of story. Some of the responses allowed for further discussion on values such as respect and graciousness (e.g. prompting child who responded saying Max was mean for reason and he said Julia is unable to go home without her keys) and 21CC such as adaptive thinking.

What could have been better:

A few students did not respond to the exit ticket question with reference to context of the story (e.g. choosing Julia because she is a girl). Perhaps I should have be more specific.

What I would do differently:

Allowing students to respond to others' exit tickets or categorising the exit tickets

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What do you (still) WANT to know about Purposeful Play Pedagogy (PPP)?

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What do you (still) WANT to know about Purposeful Play Pedagogy (PPP)?

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Please provide your responses by adding comments

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How often can we realistically infuse PPP in our lessons?

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I used to ... [thought/action], now I ... [thought/action].

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I used to ... [thought/action], now I ... [thought/action].

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I used to think that PPP needs to involve games etc. Now I think that PPP can just include fun activities instead. Use of technology can also enhance PPP.

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I used to focus on ensuring that students are engaged in elements of play only. Now, I am more conscious of making sure that there are opportunities for exploration to learn as I can see the benefits comparing what I have done in a non-PPP-aligned lesson vs what my colleagues have done.

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I used to think PPP need games and play activities, now I think PPP needs a simple activities or ICT to make it fun.

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I find that PPP requires simple activities and the use of Ipad will assist pupils to be engaged in their learning. Especially when they were learning to find synonyms of words to help in their writing were evident.