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Show & Tell by giving examples
1) use a VT on another simpler
matter to pre-teach vocabulary terms like what is meant by "wonder"
2) demonstrate to students what each part of the VT entails
3) once they are clear, try it on the proper topic
4) do thinking alouds while demonstrating

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For my SP learners, I used MTV worksheets (S-T-W) with guiding questions to scaffold my pupils at the different stages of the selected VT routine.

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More structure to guide teachers to create connections between topics to help students understand how different topics link together for big ideas.

This helps with memory retention, as well as deeper understanding of the topical method.

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I give examples to illustrate what the STW routine means. The students could discuss in pairs or groups to brainstorm their answers. I would showcase different students' responses and give encouragement so they would be motivated to try again.

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- Specific Routines to be used only
- Repeated use of the same routine
- Communication Rules
- Moving on to another routine will only after establishing that the AP and SP pupils are already fluent with the skills

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Explore some suitable ICT tools to capture my pupils responses so that we can revisit it in future.

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For SP learners, I provide a similar worksheet with guided examples to guide them to complete the different parts of MTV routines ( S-T-W, T-P-E, making headlines, C-E-C). A whole class discussion is also done to check pupils' understanding and to lead them on the right track.
Then, the main intended worksheet will be introduced to the pupils to attempt with scaffolding.

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Don't teach topics in silos. There must be some sort of linkage - that's when scaffolding comes in

There should be more pause time for pupils to think and review

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When i teach sight words for my SP during 1-1, using the Look-Say-Cover-Write-Check method helps the child to scaffold their own learning and able them to go back to any stage when they are stuck when learning a new word.

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I try to use questioning techniques to guide them to express their thinking. Does not work all the time.

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SP learners usually do not like to speak up and share their opinions because of lack of confidence so one way to engage them better would be to allow them less intimidating ways to share their opinions eg writing on mini-whiteboard/post-its/ recording sheet

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To explore using more than 1 VT routines to guide pupils to learn the same topic.

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I teach the SP students. I've used See-Think-Wonder thinking routine most of the time. I've also used other routines like 'I used to think'....'Now I think'. I have to spend time scaffolding the way the routines are used. A lot of time is spent on getting them to use the routines effectively.

I like the fact that thinking routines get students to take ownership of their own learning. Instead of being passive learners, every one of them is forced to think and contribute ideas.

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For the SP pupils, I will start with a teacher demonstration, then get my students to discuss in pairs/groups before proceeding to getting them to post their individual responses on Google Classroom. This way, they will feel less intimidating at the start and when they get into the rigour and gain more confidence, then they share their thinking individually. A more progressive approach.

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Asking leading questions to help them get to the next step.
Questioning should be a spiral approach.

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For SP learners, perhaps concentrating on a select few VT routines would be helpful. They may participate more when they are more familiar with the VT routine.

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questioning techniques with pause time

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I would like to move out of my comfort zone and explore the MTV routines that I have not used before and also to see if I can capture students work online instead of using sticky notes all the time.

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To explore & try other VT tools during my 1-1 session to see if it works for the different types of SP learners:)

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SP students may be shy so they may feel more comfortable about writing down their responses. They may feel more encouraged if I/ group members were to help to read out their responses and I were to highlight the positive parts of their reponses.

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Use of recording sheet or any template to structure thoughts

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Create a common ICT platform such as class padlet where pupils can view their classmates' responses and give comments (teacher vet through first before publish) and teachers can revisit the ideas and add on to their learning.

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Not over-exposing them to all kinds of VT routines within a short period of time may be helpful for a start.

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To collaborate with other subject teachers to use Google Classroom and to consolidate the collective FA learning of all subjects so that we can see and explore the thinking processes of the students across different subjects. We can finetune our FA strategies and make it more individualised to better benefit the students.

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They can write their responses on their whiteboards.