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Dear teachers, please choose one of the subjects that have been presented for part 1 and 2 of this segment. If you are fast and like to do more reflections, you are most welcome to do that! Use the TAG feedback as shown to give feedback and share your reflection with the presenters. 

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An eg.

Tell: I found ____________ very interesting. Thank you for the lovely sharing. I did not know that lesson could be taught this way. Will try it next year for sure.

Ask: Did you consider_____________.

Give: One suggestion I have would be _________________.

Name: _________________

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Creative Growth Through Feedback by Mr Brendan Tan, Mr Loh Yi Hui & Ms Geraldine Koh

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Creative Growth Through Feedback by Mr Brendan Tan, Mr Loh Yi Hui & Ms Geraldine Koh

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Enhancing Learning Through Effective Feedback by Mdm Chia Yen Ping

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Enhancing Learning Through Effective Feedback by Mdm Chia Yen Ping

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Stars & Steps Formative Feedback on Multiplication Tables by Ms Cindy Oo

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Stars & Steps Formative Feedback on Multiplication Tables by Ms Cindy Oo

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Transcending Traditions: AR we ready? by Mr Ng Jun Kai & Mr Ronnie Lim

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Transcending Traditions: AR we ready? by Mr Ng Jun Kai & Mr Ronnie Lim

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The “Write” Direction :Guiding Students with Targeted Feedback by Mdm Huang Qiuqin & Mrs Mabel Yeo

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The “Write” Direction :Guiding Students with Targeted Feedback by Mdm Huang Qiuqin & Mrs Mabel Yeo

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Using AI (SLS) for Self-Assessment by Ms Nur Arafah

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Using AI (SLS) for Self-Assessment by Ms Nur Arafah

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Using SLS SAFA & Agreed Code to enhance feedback by Mr Justin Yeo & Mrs Koh Mei Yin

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Using SLS SAFA & Agreed Code to enhance feedback by Mr Justin Yeo & Mrs Koh Mei Yin

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Using SLS SAFA & Agreed Code in feedback_Sci Dept

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Composition Writing: Assessing and Giving Feedback By Ms Adele Seah

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Composition Writing: Assessing and Giving Feedback By Ms Adele Seah

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Reading: Self - Assessment & Feedback, Writing: The Power of Checklists By Ms Rohini & Mdm Anpa

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Reading: Self - Assessment & Feedback, Writing: The Power of Checklists By Ms Rohini & Mdm Anpa

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Tell : I like how the students used the checklist to reflect on their progress.

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I like the extended process where students tick the Checklists for Self-feedback to help students become self-directed & improve their learning. Great job on the individualised feedback by the Art & Music trs!

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T: I like that you included the option of allowing students to add in their own goals to achieve, into the checklist.

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Enjoyed the display of students' work on The Starry Night. Impressive!

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I like that students could record their videos in the comfort of their home for submission. I also like the timely feedback given by the teachers for the students to make improvement.

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I like the idea of scaffolding the self-assessment checklist by adding on to the list of descriptors…. using a progressive approach

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TAG is an easy & effective feedback strategy which students need for Peer Assessment. Great job on Modelling the TAG technique!

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1. I liked the flow of your lesson. I liked how you included helping words to help pupils craft their responses.

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Tell: The checklist is useful to create a roadmap for improvement, helping students track their development over time and avoid feeling overwhelmed as not all are talented in Art.

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Important to role model and scaffold skills so students know what is expected and how to go about it.

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The idea of progressive feedback is helpful. Thinking about how to implement for Math.

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T:

I like that the checklist in Brendan's example included 'what lesson' that the students should start checking off from the checklist as that allows students to ensure they are on task and on time with the teacher's pace too. Yi Hui's had a good point that F2F peer feedback is inclusive. Geraldine's had a nice idea for students to record themselves themselves as a visual link from practice to feedback.

A:

I wonder how it will look like for the lower primary?

G:

Maybe there can be a visual example for students of each component? Doesn't have to be a big image. For example, if we are looking for minimal white spaces/speckles, then there can be a good (and bad) example on the checklist itself. For music, in the Google Classroom assignment, there is a rubric section which could be useful for students to be aware of what is expected (maybe some missed out in the leason).

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Success Criteria that also enables everyone to move at the same pace.

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Tell : I like the idea where you provide Vocabulary words to the pupils for them to reflect deeper.

Ask : It is always a challenge to teach the LP pupils. How many periods did you take to teach the P2s. Loved the way the manage to complete the Art Lesson and able to do self-reflection.

Give : Great work by the Art Department.

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I like how TAG was used in giving meaningful feedback by students to students and that there was a differentiation in the instructions given to P2 and P4. For consideration, maybe some art pieces of previous years can be as practice for giving feedback first before letting the students give feedback to peers. Well done!

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Maybe you can include a follow up for the students, helping them to take note of the feedback SAFA gives them and being able to refer to it when they attempt another open ended qn.

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Good effort in exploring SAFA. One follow up action perhaps is for the students to redo the question again in a later term as revision to check if they have improved in the answering technique/concept.

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I like FOCL as a feedback code/ strategy to enhance students' learning.

Leveraging on SLS for SAFA and the Sc Trs' hard work, effort and time crafting individualised feedback is commendable. Superb work!

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Tell: I found the use of checklist useful in helping students to understand the requirements and provide feedback to their peers.

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I like the Agreed Code for the feedback MIW, FOCL.

I also like how you shared about the limitations the SLS SAFA. But have been daring to use the platform and we can all get better in using it! 💃

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Tell: I like how the feedback is specific and students could work on the feedback promptly 🙂

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I like the 3-step process which would be good for process writing in composition.

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I found the use of Agreed Code effective. It will be a clear indication of the area student has to work on.

One suggestion I have is you could consider making a stamp using your template to reduce time spent drawing the table and writing the acronym.

Name: Ms Sathia and Mrs Sundar

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I’m excited to use SAFA in future.

Thank you for sharing.

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Agreed code is something students are familiar with makes and it easier for the students to know what’s missing.

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T - Thank you for sharing! I liked your use of agreed codes as it is effective in giving feedback and saves time.

A - Were your students given a copy of the codes to paste somewhere so they don’t lose it? Is it put up somewhere in the classroom?

G - I would like to try this in Math and English

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I like the feedback given as they are specific and focused giving students a clearer idea of their performance.

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Good job! The feedback given gives clear, constructive feedback to others in a way that promotes learning and development.

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Tell: I found the code useful and it is similar to Maths where there are different codes to help students remember the steps to take for problem solving. E.g., I had used MEWS - Model, Equations, Workings, Statement, when teaching word problems previously and students are less careless and more structured in their work leading to better accuracy in their answers.

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I like the use of the Agreed Code.

It is specific & targeted. Students are clear as to the areas they need to work on for improvement.

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Self-assessment checklist is useful as a guiding tool for students who need more hand-holding. This checklist can be easily adapted in the teaching of other subjects such as composition and word problems.

Name: Ms Sathia and Mrs Sundar

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I like how the success criteria gives students a clear idea the expected outcome and also can double up to pace the lesson.

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I would like to use the agreed code which can be used in comprehension: ML-missing link, IA-incorrect answer

Am excited to try the SAFA for MCQ items

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good presentation. Presenters are v clear in their presentation. Explanation simple to comprehend.

Use of SAFA is an efficient way of providing feedback to students.

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Kudos to the Science teachers who tried the SAFA tool when it is still very new. Through the process of trial n error, the level managed to curate this lesson and trial with the students. 

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Kudos to the Science teachers who tried the SAFA tool when it is still very new. Through the process of trial n error, the level managed to curate this lesson and trial with the students. 

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I like how the feedback and comment is given to the students via SLS. Feedback is encouraging but noticed quite time-consuming for the teachers to input comments and expected answers.

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I like how the completion of a piece of work is divided into three parts to make the feedback very meaningful and how it actually paces the students in their work. Well done, Brandon!

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I like the systematic way of giving feedback to the students SPACE.

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T - Thank you for sharing! I liked your use of agreed codes as it is effective in giving feedback and saves time.

A - Were your students given a copy of the codes to paste somewhere so they don’t lose it? Is it put up somewhere in the classroom?

G - I would like to try this in Math and English

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Tell - Your feedback is encouraging to the students and helps them work on specific areas 😊

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I like the systematic way of giving feedback to students - SPACE

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I like how the SPACE checklist helps students know exactly the area they need to improve in and set their writing goals. Useful for EL compo writing :)

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I like the pre-prepared checklist that students can use in their writing.

It is also beneficial for English Compo Writing! 👍

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I like that the checklist provides scaffolding for the students to complete their Art work. Good job!

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T - Really appreciate knowing very well that the technique is tedious the teachers are using it.

A - By using this technique do you cover all pupils and do the pupils take the feedback especially the LA pupils.

G - I would like to learn from the Science Depart. Thank you

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Systematic method is good

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I like the use of SPACE. Good if Eng and Chinese could come up with common acronym for composition.

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Tell - I like the idea of using marker code to give feedback for OE questions. This allows students to identify what are the components missing in their answers.

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Excellent effort in using the AI for feedback and for scaffolding the feedback. I especially like the systematic and clear explanations. If we could link the concepts to daily examples that students contribute with reference to the questions, the learning will likely stick more for future application.

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Good effort in trying out feedback literacy in multiplication table. I like that you provided samples for them to copy so that it is easier for them.

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I like the simple and manageable format for the reflection feedback.

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Good job Cindy, fully understand that it is not easy to teach these students. Thank you for your patience and love for them.

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Good job Cindy, fully understand that it is not easy to teach these students. Thank you for your patience and love for them.

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T:

I like the cute self-assessment such that it engages and motivate the students more.

A:

Will it apply for the upper levels? The cute parts? 😁

G:

I'm not sure what to type here because I think it is already pitched at an appropriate level and it does appeal to the little ones.

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Thank you for sharing SAFA and the agreed marking code. I like how encouraging the feedback provided by SAFA is. The agreed marking code makes feedback easily understood by the students and allows them to clarify doubts.

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I like how you made the attempt to use SLS Safa in your assessment. Kudos!

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Tell: I like the use of codes for giving feedback. Still saves more time than writing full paragraphs. In Art, we can also use codes to give common feedback points. Eg: sketching lightly, neat lines, white spaces.

Ask: I wonder how and when any of the AI features in SLS will be able to analyse visual input (students' art creations) and provide feedback. Seems like it is only text-based.

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T - I like the combine effort by the P3 and P4 CL Teachers in trying to work on the writing area of the pupils.

A - How did the team go about explain to the pupils S.P.A.C.E. before embarking on writing?

G - The team may want to make a list of the pupils' beginnings, phrases etc to benefit the future P3, P4s

Thank you, CL Department

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Give - It’s not easy, but don’t give up! You are doing great. Students can try rope skipping games and saying their multiplication tables / playing games. 😊

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G - You are a great Teacher Cindy! Don't give up. Love the way you motivate them.

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Thank you, Cindy for sharing. I can see the heart and hard work.  Helpful to add little motivators along the way for your lot of students. They have experienced trauma and are with learning needs. Even the basic support eg tuition, conducive home environment, nutrition is missing. With this in mind, what the students therefore need is the basics first - emotional safety, tasting small successes, food etc before they can be "contracted" to learn new content.

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Thank you, Cindy for sharing. I can see the heart and hard work.  Helpful to add little motivators along the way for your lot of students. They have experienced trauma and are with learning needs. Even the basic support eg tuition, conducive home environment, nutrition is missing. With this in mind, what the students therefore need is the basics first - emotional safety, tasting small successes, food etc before they can be "contracted" to learn new content.

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Co-constructing success criteria with students gives them a better understanding and helps them to take ownership of what they want to achieve. This makes the activity and assessment more purposeful and meaningful. I think this will make students more motivated.

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Great job! Consider letting them tick the action they’d like to take. Can have a blank one to tick and fill in if they’d to try something not in your list.

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I like how you are very patient and encouraging. It is not easy but it is a process for the students. They may not get it this year but may learn better with age. Consider playing games and earning points so they will be motivated to learn the multiplication.

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I like the self-assessment checklist you shared that it's ongoing and spread over the duration of creating the art work. It's achievable for each child, and the expectations from teacher and student are clear.

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I like the process oriented checklists for Art lessons by Brendan and Yi Hui. The checklist helps in scaffolding the expected outcomes; acting as a guide on what to do. For students with SEN who may have genuine developmental concerns, could have additional visual cues in the form of semi finished works leading to the last piece esp for those with severe SEN. The children with SEN learn more so through modelling of the process. Checklists may be useful to a certain extent. Thank you for the wonderful sharing and this is so encouraging to know.

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Can I clarify...you had mentioned AQS as Ask, Question and Suggest. What is the difference between Ask and Question? Or is it supposed to be Affirm Question, Suggestion?

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It's good to see how SAFA is used in our curriculum at IJ as I've wondered how it's done. The Agreed Code really zeroes in on the specific way a question should be answered. A stamp would help to further save time. Thanks for sharing.

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I like the focus on getting the processes right through visual checklists and self reflection. Also helpful is the video taping so the students can critique after observing themselves.

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Tell: I found the use of ICT in teaching of PE engaging for the students and excite them and increase their interest for PE. It is also a good form of warm up.

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Active arcade is so cute. Thank you for sharing.

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Glad to see that the students are motivated to improve when feedback is given and that it is specific. 👍🏼👍🏼👍🏼

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Well done Cindy! I know it is challenging for you but be proud of your achievements! Your students are lucky to have you. Jiayou!!

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Thank you for taking the effort to help our girls. We all understand that your students may be challenging, but I am very sure that they will reap the rewards of your hard work in future. Keep it up!!

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Ask - are there such apps that integrate math and games? That would be interesting too 😊

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Amazing to see how technology can be used effectively for assessment purposes in PE!

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Amazing how technology can help students see the errors in their movements/skilks as opposed to just telling them their errors.

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I like how AR is infused into the PE lessons. I did not know PE lessons can be so fun :)... It got me thinking of how videos of students doing Science experiments can be used to give feedback to them. Thank you for the sharing.

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I like that you focus on the process and how to improve. Some students may not know where to get the help to improve their writing . A wordbank may be useful for this and possibly examples of better intro. etc.

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Tell: Must be fun using technology/ ICT tools in teaching of PE. Now I know why the students look forward to PE lessons!

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Co-constructing success criteria is the WAY to GO! Even P2s were able to state, "Extend arms" in a chest pass. It's a powerful tool to involve students in crafting the success criteria; definitely helps to motivate them. Use of Ipads provides instant feedback + analysing the movement and anotating help make learning visible too. Impressive! Great Job, guys!

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T:

I really like the interactive component as AR is trending and interesting to play!

A:

Did you need a lesson to teach the students how to screenshot, and put it into Sketches, circle, tick and Airdrop to you?

G:

I don't seem to have any suggestions.. 🤔 but it was a really good visual way for students to learn from each other.

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Not easy to teach such challenging students, however you are doing a fantastic job, Cindy. 

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Not easy to teach such challenging students, however you are doing a fantastic job, Cindy. 

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T - I like the rating slip you created. It’s useful and effective.

A - Did you still have to do diagnostic marking?

G - There could be an open-ended remarks section in the rating slip for students to write a reflection or qualitative feedback

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Tell

Learners’ Profile — I love how you had thought of how to pitch this appropriately to your P3 learners. 👏🏼👏🏼👏🏼

Effective feedback — I like how you looked into the writing process to help students see their improvements 👏🏼👏🏼👏🏼

Clarity — Use of symbols to show the missing / inaccurate punctuation 👏🏼👏🏼👏🏼

Think Win-win — you not only gave feedback, students could also give theirs 👏🏼👏🏼👏🏼

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T : I really love the way you teach and give feedback using iPad. So interactive and fun!

I need PD with you on using iPads :)

Ronnie : Co-constructing of success criteria with your pupils is not an easy task as it takes a while to explain to the pupils. However, once it is done students enjoy more autonomy and ownership of learning. However, how do you monitor this in the long run?

Great job Ronnie and Jun Kai :)

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I like it that videos were taken so that students have a visual aid to provide feedback and learning.

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It is a good to know that you have embraced Process Writing to its fullest & working on feedback literacy. Keep going, Adele!!

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I love your reflection and decision to use varied sentence starters for student reflection to enable you to ascertain more accurately what the students need help with.

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Great job Cindy. Wonderful strategy and you are such a patient teacher.

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Love the games! I would be glad to be in your PE class!