# data[].attributes.body
I learnt that the teaching of language should be contextualized and should be learner focused. There is also a strong connection between reading and writing, hence it is important to encourage our students to read a variety of texts. In addition, to equip students for this uncertain digital age, where fake news can sometimes be spreading like wild fire, it is essential for them to take an active role in questioning their assumptions behind what they read and do some cross checks to various sources, so that they can be discerning readers.

# data[].attributes.body
Very thankful for Stellar 2.0 which places students at the centre of all the instructions. I resonate with its outcomes too - empathetic communicators, discerning readers and creative inquirers.

# data[].attributes.body
The use of GRR(Gradual Release of Responsibility) is extensively used in STELLAR 2.0. This use enables our students to take ownership of their learning coupled with their teachers' different levels of scaffolding. This will work towards students becoming self-directed independent learners eventually. I look forward to using STELLAR 2.0 in my lessons for my current batch of P5 High Needs students.

# data[].attributes.headline
Thankful for the implementation of Stellar 2.0.  The LO will benefit our  students and better prepare them for the 21 C skills. 

# data[].attributes.subject
Thankful for the implementation of Stellar 2.0.  The LO will benefit our  students and better prepare them for the 21 C skills. 

# data[].attributes.body
I noticed that the desired learning outcomes of ELS 2020 parallels the desired outcomes of education which are being a confident person, self-directed learner, concerned citizen and active contributor. Here is what I noticed:

Emphathetic communicator = being a concerned citizen, being one who collaborate with others and working towards a common goal.

Discerning reader = being a self-directed learner to find out through appropriate avenues to distinguish fac from falsehood.

Creative inquirer= being a confident person to explore and evaluate the multiple perspectives around us so as to gather and synthesise information.

# data[].attributes.body
By weaving together these instructional approaches in Stellar 2.0 , I hope to  align and create a dynamic differentiated EL lesson that addresses the diverse needs of students

# data[].attributes.body
I learnt how the key shifts in ELS 2020 are infused in the STELLAR 2.0 guidelines. This online workshop gave me a clear picture of how the 3 key shifts and 5 considerations are aligned. More importantly, teachers need to keep these in mind when enacting EL lessons.

# data[].attributes.body
The DI resources along with the supported resources were useful. Appreciate this move. While grammar is made more explicit. The struggle is always in teaching and guiding students in constructing grammatically correct sentences and ideas that are coherent, which takes a lot of time especially in a classroom that is so diverse in student profiles. Just wondering how as language teachers we can balance the needs vs wants and good to have as we develop students in their RWLS skills. (Thu)

# data[].attributes.body
There is more connectivity approach in the teaching and learning of English. I like the part where teachers model for students and then the goal is for them to have the independence to learn for themselves.

# data[].attributes.body
Stellar 2.0 allows me to view the the instructional approaches such as GRR, Whole-Part-Whole and DI in a more 'big picture' kind of manner. All of them work together in ensuring our students get to learn at their own pace and ensure meaningful learning takes place.

# data[].attributes.body
Integrating the 3 key shifts into Stellar 2.0 aligns pupils learning and ensure a student centric approach.

Stellar 2.0 is also more structured, and using the different approaches in class allow pupils to learn at their pace and addresses the diverse needs of pupils.

# data[].attributes.body
I notice that there is greater relevance in the new Stellar 2.0 to the real world, especially with mention of the 3 key shifts and learning outcomes. Particularly in the present circumstances, there is a heightened necessity for students to develop critical reading skills (to be a discerning reader) due to the overwhelming volume of information that is readily available on social media.

# data[].attributes.body
Stellar 2.0 provides us teachers with stronger support in T&L resources and also strategies to teach effectively in an engaging way.

# data[].attributes.headline
There is more connection and real-life application of the English language to the world.

# data[].attributes.subject
There is more connection and real-life application of the English language to the world.

# data[].attributes.body
Gradual release of responsibility and detailed differentiation of lessons are well-planned and do-able.

Also appreciate the provision of authentic usage of language in videos.

# data[].attributes.headline
A number of changes in STELLAR 2.0. The resources are useful and very informative. Thank you

# data[].attributes.subject
A number of changes in STELLAR 2.0. The resources are useful and very informative. Thank you

# data[].attributes.body
The 3 key shifts aim to broaden the depth and breadth of the teaching and learning of English Language such that our students' competencies in reading, writing, speaking and listening are developed intentionally for them to be future-ready. I appreciate the fleshing out of the fundamentals (multiliteracies, metacognition and inquiry through dialogue) as it has made me more aware of the purposes behind what I teach, how I teach and to make the right choices in the selection of instructional materials, strategies and designing learner experiences through DI.

# data[].attributes.headline
The prepared grammar and vocabulary resources are very useful in the teaching of these lessons.

# data[].attributes.subject
The prepared grammar and vocabulary resources are very useful in the teaching of these lessons.

# data[].attributes.body
I have attended the MPW last year and I must say weaving in DI is the way to go!

# data[].attributes.body
CLLIPS and ACCOLADE and principles of DI are made more explicit through this video and the comprehensive teachers' guide has ensured a certain amount of standardization in the teachers' teaching approach, yet still allowing teachers' flexibility in injecting some creativity.

# data[].attributes.body
The new syllabus integrates metacognition practices seamlessly throughout the lessons. By encouraging student discussions and co-creation of knowledge, alongside teacher role-modeling, this approach fosters deeper understanding and learning. However, for these practices to be most effective, teachers need to be mindful of the specific metacognitive skills they want to highlight for their students.

# data[].attributes.body
More integration of skills across the the various components of English helps teachers to see the big picture and teach the language more efficiently and purposefully.

# data[].attributes.body
Thank you for providing us the big, broad overview of ELS 2020. Provided much clarity for me. I have a better understanding as to how CLIPPS & ACoLADE, Whole-Part-Whole approach, GRR & DI come together in an EL lesson. Question : How does P3 & 4 SDR Programme fit into this big EL picture? Will there be a P5 & 6 SDR Programme in time to come?

# data[].attributes.body
Appreciate that the videos showed how CLLIPS, ACoLADE, GRR and MMI are put together in the carrying out of EL lessons.

The challenge lies in bringing the teachers to understand these considerations in the classroom teaching and not just in completing worksheets.

# data[].attributes.body
The lessons are meaningfully designed. While I have been skeptical about incidental teaching of grammar items, the lessons have been designed such that all the different concepts are taught in a seamless way.

# data[].attributes.body
With the changes, learning English will be more meaningful and will be useful for the future.

# data[].attributes.body
The learning resources provided greater clarity on CLLIPS, AccoLADE and principles of DI in STELLAR2.0. It also shows how GRR and MMI are put together in the implementation of STELLAR2.0 lessons. Teachers often face challenges in achieving the learner outcomes in the various AOLLs due to time constraints and differentiating instructions for learners with diverse needs. I'm also interested to find out more about how Collaborative learning can be brought into the EL classrooms with the new STELLAR2.0.

# data[].attributes.body
The details given in the guidelines are helpful and more comprehensive. It gives teachers more scaffold in enabling students fulfil the learning outcomes. With greater emphasis and direction on DI, it helps a great deal in helping the students

# data[].attributes.body
As I delve into the new P5 Stellar 2.0 curriculum, I find myself appreciating its heightened focus on oral communication. The themes presented provide an excellent springboard for fostering dynamic discussions, empowering me to engage my students in meaningful dialogue. Moreover, the emphasis on annotation and encouraging students to delve deeper into the reading passages nurtures students' comprehensive understanding and critical thinking skills.

# data[].attributes.body
The whole integration of principles of EL T&L, Teaching Processes, Whole-Part-Whole Approach, GRR in this Workshop is seamless. The experiences shared by the HOD (video) on how the school’s EL department discussed in depth how to design the T&L activities, school programmes, etc. and consciously integrate all the above to achieve the learning outcomes align to ELS are very insightful and useful especially for EL KPs.

# data[].attributes.body
Very useful for students to understand author's purpose.

# data[].attributes.body
Grateful for the examples shown and the units where the principles are applied. The shifts and examples shared encourage me to create a new learning environment that will help achieve our intended outcomes.

# data[].attributes.body
I like that STELLAR 2.0 provides opportunities for differentiated lessons to cater for students of varying abilities. I also like that a lot of thought has been put into designing the curriculum and lesson plans. However, with the weaker classes, the time taken to complete the suggested lessons is simply too great and sometimes there is no opportunity to go beyond the syllabus for extension or revision.

# data[].attributes.body
The 3 key shifts in EL Syllabus 2020 (ELS 2020) is very timely and apt. The learning resources provided greater clarity on CLLIPS, ACoLADE, GRR, Whole-Part-Whole Approach and Differentiation.

STELLAR 2.0 provides EL teachers with stronger support in EL teaching and learning. Thank you.

# data[].attributes.body
I have greater clarity on how CLIPPS, ACoLADE, Whole-Part-Whole approach, GRR and DI are integrated in a unit.

# data[].attributes.body
The GRR approach is emphasised in STELLAR 2.0 and that is essential to strengthen students' self-directed learning and confidence in using the language.

# data[].attributes.body
I think Stellar 2.0 is very comprehensive in covering the different aspects that students are expected to learn. It is ambitious and I am thankful for the detailed lesson plans provided. However, some of the suggested activities and strategies can be difficult for the lower performing students to achieve and this is where further differentiated instruction has to be planned to help such students

# data[].attributes.body
This is the way forward to engender a more gracious and cultured society.

# data[].attributes.body
I am clearer on the overview provided and how CLIPPS, ACoLade and Whole-Part-Whole are present in a unit.

# data[].attributes.body
While I do appreciate the detailed guide on how to conduct the lessons, I do feel that teachers should be given the training prior to the rolling out of the new syllabus so that we can prepare sufficient resources. It will also give the respective teachers time to tweak the activities so that they suit the profile of their learners better.

So far, I can understand and appreciate the intention behind the activities. However, from what I've observed, students, especially struggling writers, generally do not enjoy the elaborate writing required by some exercises. How can we cater to these students without shortchanging them?

# data[].attributes.body
The resources (e.g. videos) have helped me to understand CLIPPS, ACoLADE, Whole-Part-Whole, GRR and DI in Stellar 2.0.

# data[].attributes.body
GRR is the way to go for Stellar 2.0. I now have a better understanding of how CLIPPs and ACcoLADE, whole part whole approach and DI are integrated in the learning of English.

# data[].attributes.body
I am looking forward to using the strategies and concepts discussed in my classes. I am especially interested in DI for STELLAR 2.0.

# data[].attributes.body
I have gained a better understnading of the six principles of English Language teaching (CLLIPS) and incorporating ACoLADE into our lessons. This understanding has equipped me with the ability to grasp the terminology outlined in the guidelines and apply them effectively in lesson planning. I am now more conscious of utilizing these processes when I am planning for my lessons.