# data[].attributes.body
A - I think helping students to see what they are learning more visibly is definitely going to provide them with easier understanding.
Q - What if the topic is one that is not so concrete? If the concept is intangible, how will STW be able to scaffold the learners better
S - I think sometimes our students may be able to "see" but "think" can be challenging. What if we ask the students to place themselves in the shoes of the characters in the drawings? By doing that, I think the students can better express their thinking by "being immersed" in the story themselves.

# data[].attributes.body
A - I like the way you use data to inform the strategies that you used.
Q - Did you use this strategy for LA students? What was the impact?
S - Showing students' work will help make your presentation clearer

# data[].attributes.body
A - I could see how the Learning Circle Stages were applied to guide the inquiry.
Q - Did you encounter any difficulties during the implementation stage? What were they?
S - For the student group that did not make improvement, you might want to consider trying ...

# data[].attributes.body
A - I really enjoyed your hands-on activity.
Q - How did you know that your strategy was effective? Could you share the data that helped you come to this conclusion?
S - Consider planning the pre-post tests together so that there is constructive alignment with the strategies used and you are able to better evaluate the effectiveness of your strategy.

# data[].attributes.body
A - Good Sharing
Q - NIL
S - Can be longer

# data[].attributes.body
A- I like how the team work together and brainstorm about the purpose, and how they derive at choice based learning to nurture students' voice and choice,
so that they can share ideas, imagination and feelings with their classmates through their artworks.
Q- How do you help HP students to innovate while catering to the different ability levels in the classroom?
S- Padlet link can be embedded in SLS as part of the learning package, accessibility for students will be enhanced and that makes data collation (i.e. pre, post surveys etc) easier for the teachers too.

# data[].attributes.body
Well done. Good attempt in using Design Thinking to address user’s needs to provide better logistics support by the operations team. Keep it up!!

# data[].attributes.body
A - I liked how your team carefully analysed students' work to identify the issues they were having with punctuation. :)
Q - Were students able to transfer learning from the punctuation lessons to the writing lessons well?
S - Could you share the anchor charts as there are still students in upper primary who struggle with punctuation.:)

# data[].attributes.body
A - I like how the tracking of students' understanding across time was carried out.
Q - Were the students given an opportunity to find out more about punctuation and what it constitute by themselves?
S - Maybe you could try getting the students to learn what a run-on sentence is?

# data[].attributes.body
A- I like the way the data is collected and how it is applied to arouse student's interest to create art which provide self-directed learning.

Q- How do you motivate the students who are less confident in making choices and creating art?

S- It would be great to have hands-on for participants so we can experience the DI lessons that the students have.

# data[].attributes.body
Like how social emotional learning is incorporated into Art lessons.

With so much options, how do you get students to complete the task by the time the lesson ends.

# data[].attributes.body
A - Root cause for gap was well analysed
Q - Did LP students need more time?
S - May want to include lessons in SLS too (Blended learning)

# data[].attributes.body
A: I really liked it that you used video to monitor progress, and also used interviews with students to collect data. The use of multiple points of data is a good practice that helps in triangulation. The move towards self-directed learning is a step in the right direction!
Q: What is a constraint / down-side of using choice-based pedagogy, if any?
S: Maybe can calibrate the levels of choice as the students move up the levels

# data[].attributes.body
A: I love the creative cafe, and would like to see how I could implement it in the music room to nurture creative expression.

Q: Thanks for sharing the survey findings! Wondering if you observed any weaker students or who are normally disengaged who showed improvement due to the DI?

Q/S: Since you mentioned that some students were overwhelmed with choice but needed more support on how to choose wisely, would you consider combining these DI strategies with the 8 Studio Habits of Mind? :)

# data[].attributes.body
A - I like the way all students are given a chance to practice and not just the outspoken ones. I also like the plans of starting this project at Primary 1, to make this a habit of learning.
Q - When a student is not able to revoice and reason, could it be due to his/her weaker language ability or because of a lacking in understanding of the content?
S - Perhaps giving the struggling students more time to practice and wait time from the teacher will help them gain the much needed confidence.

# data[].attributes.body
A - I like how the team provided the students with the talk move cards as a way of reminding students how to make use of the talk moves in explaining their thinking behind each question.

Q - Was there a demo or lesson to explicitly teach the students how to use the talk moves?

S - perhaps the talk moves could be differentiated where different groups of students use a specific move as opposed to all three at a time.

# data[].attributes.body
A - I like the way you leveraged STW (4'W') to guide students to improve their P5/P6 Picture Composition.

Q - Have you tried this with HA students?

S - Suggest to explore this strategy with higher ability students to compare the data that you have found with mid/lower ability students.

# data[].attributes.body
A - I like how you use See, Think, Wonder in helping students to have a thinking routine and use it for them to articulate their ideas and make thinking visible.
Q - How do you know that students have developed their stems? How about low- progressing students? Are they able to articulate what they see, think and wonder?
S- Consider sharing how the low-progressing students benefit from the see,think,wonder strategies?
Thank you for the sharing! :)

# data[].attributes.body
A- I think the use of visual cards is a good idea especially for LP students.

Q- Any practical examples of this strategy being used in a classroom cited in literature review?

S- encourage students to use talk moves in group setting widely so that more students can use the strategy to clarify their thoughts with their peers. Then , they might be more confident to share their thoughts at the classroom discussion.

# data[].attributes.body
A - I like how you colour code the STW elements in students’ written work and using it to improve their drafts.

Q - Is it possible for STW to be applied beyond writing? Listening? Reading?

S - May want to tap on peer-peer evaluation and inputs to enrich the STW and re-drafting process.

# data[].attributes.body
A: The video explains STW very clearly. The clarity and use of the success criteria is good as it guides the teachers and students. The use of checkboxes help them to ensure that their writing is complete?

Q: What additional scaffolding is required if we use STW for LP students in the lesson? Are there any helping phrases to aid LP students in their writing? How many drafts did they have to do individually before it is their final draft?

S: Perhaps you may want to focus on the use of vocabulary and quality of the composition and not on the length of the composition.

# data[].attributes.body
Q. Could the LA students be struggling with reasoning their math thoughts because of the lack of Math vocabulary, concept and working memory?

A. Yes! I agree that this would benefit the students if we start at P1! Thanks for planning ahead!

S. More wait time will definitely benefit the LA students.

# data[].attributes.body
A- I like the way the whole experience is carried where there is use of the padlet where the students could refer to and have more independent learning, having the students' feedback on how it allows them to share how having freedom allows them to choose and be more confident (using the survey).
Q- I am curious to know how the students could express/reflect on how they see that lines have movement and express feelings through reflections.
S- Given the choices of materials for the students, would there be consideration on how these materials can be used during introduction.

# data[].attributes.body
A- The presenters strategically identified the learners' needs and employed an approach that was data-driven. Thank you for introducing the model by Keith Taber to us. I appreciate your team's effort in conducting a very thorough intervention process that addressed the learning gaps of our P3 students.
Q- I wonder for students who already had very sound knowledge of magnets, how relevant will the model which meant to be a mean of intervention be ?
S- Conduct a live demonstration and get the participants to go through the process.

# data[].attributes.body
(A) - I liked how data was colour-coded for easy reading. In addition, using the model to further diagnose learning gaps was eye-opening.
(Q) - Was the follow-up correcting activity differentiated? If yes, how did teachers manage to include all of the different activites in their teaching, given that there are many different types of learning gaps?
(S) - Students could have their own kits to do some exploration at home too.

# data[].attributes.body
A - I like how students are given autonomy through various ways (e.g. art cafe etc) to decide on their art work.
C - How do you build on students' confidence to make their choices independently?
S - Wondering if exposing students to the outdoors during art class (e.g. pond in school) could develop dirtier curiosity dispositions in learning about other art materials.

# data[].attributes.body
A: I loved how you used DI in content with demo vidoes and allowing students to view success criteria on ipads. I also loved how you used data collected from focus group discussions to affirm and confirm findings. Student's interview responses allow us to understand what students were thinking.

Q: how do you decide the varied themes for students' varied interests? eg did they mention before or was it part of the unit / chapter .

S: Choice cafe can be used for many aspects of art lessons, but consideration could be taken for wetter art materials which might cause mess.

# data[].attributes.body
A- well thought out process. Love the choice cafe! Could imagine myself having fun as a student in your lesson

Q- just wondering if you see certain students influencing each other in their choices?

# data[].attributes.body
(A) A lot of thinking and analysis were done to benefit the kids. Well done! (Q) Was it easy to think of differentiated learning for the kids? (S)Is it possible to share  Keith Taber's Model?

# data[].attributes.body
A: Check list is a good practice for training students self-check, and they are aware of their work.
Q: After first round of pair work or group discussion, students will still do group amend or they will do the individual amend?
S: It will be better to see more different abilities students’ work.

# data[].attributes.body
A: I like how the team uses the data to work on the AFIs

Q: How does the team design the activity worksheet

S: helps the visual learners to see the connection.

# data[].attributes.body
A: Lots of effort and thought has gone into the design of the lesson. I'm amazed at how the p2s have taken ownership of their own learning through this learning structure.

Q: Could the feeling of achievement through creation of their artwork be further concretized to increase the sense of achievement?

S: title of artwork could be even more varied to be My ____ and I at (one of the venues)

# data[].attributes.body
A- The team was very thorough during their analysis and applied effective strategies to address misconceptions such starting with a good activity to close the learning gaps.
Q - There are 4 stages in the Taber’s model. However, do you differentiate for across the students who may be weak in one stage but not another?
S - Do share this model so it can tried and applied across other subjects. Thanks!

# data[].attributes.body
(A) - It's interesting how the Sci Dept uses the Pre-Quiz to draw out other possible pre-knowledge students may have from other sources of learning.

(Q) - With the remaining % of students who are still unable to understand the concepts taught, what was the follow up?

(S) - Intervention could perhaps include having statements and getting students to carry out experiments to check if statements are true or false.

# data[].attributes.body
A: the lesson design map clearly shows the type of activities the students engage in for the learning (e.g. the scale of activity, the pedagogical tool used, etc). Using of Google suite for collaborative learning and direct graph plotting 👍🏻
Q: would there be room for differentiated learning for HP and LP students?

# data[].attributes.body
A- I like the use of hard copy notes for students to drill and practise their tenses. The mini revisions aids in the assessment of students' learning for further intervention        Q- How are the LA supported if they struggle with reading
S-Display charts in classrooms to immerse students with the different tenses. Introduce Daily Tenses Fluency eg 1 min dash of tenses

# data[].attributes.body
A. I liked the blended learning infused to close the Simple tense learning gaps. I agree there is a need for drill and practice for certain concepts as there is no rules.
S. Perhaps to include DI in the product to further provide scaffold for the LP students.
Q. What is the plan to apply the 3Ps to other levels from P1 to P6?

# data[].attributes.body
A - Clear presentation
Q - Will there be another cycle on Past Tense to get them better
S - NIL

# data[].attributes.body
A - Interesting to use Google Apps to engage the students in their discussion, observations and findings. Real-life scenarios excite students in their learning.

Q - Are students able to make use of the data in their learning?

S - How about students who are not able to articulate their thinking and provide effective feedback?

# data[].attributes.body
A - I like how you have analyzed the gap into form, meaning and function (used literature review) to help students achieve the intended learning outcomes and plan your intervention.
Q - If the students are still struggling with 'open questions' and applying the correct use of verbs, how do we teach them that?
S - Did you analyze the SLS questions that students are still struggling with?

# data[].attributes.body
A: The sharing starts from last year’s sharing and finding, it is clearly to see the connection and improvement comparing with this year’s.

Q: Did spend much time to train students to use the ICT tools, e.g. google forms, google sheets?

S: Expected to see the videos of students’ presentations by using google slides.

# data[].attributes.body
A: there was a good tie up between e ped and the inquiry based learning approach which was useful in helping the Teachers to plan out the lesson on forces so that appropriate ICT tools could be leveraged upon!
Q: could there have been alternative ways for the differentiated instruction / choice board in terms of how the data was presented for different learning needs?
S: We can encourage learning and discussion when there’s an anomaly in the data input by the students instead of altering data. Moving forward, we can also try and get students to create presentation slides to consolidate their learning focusing on the key words and concepts learned in the topic of forces.

# data[].attributes.body
A: There is good use of data to identify the students' needs, to assess students' readiness (through a survey).
There are a variety of use of google apps like google forms, google sheets and google slides to gather information and get feedback from the students. Very good use of the design map. :)

Q: How can we overcome the constraint of the painful ICON login for each student? What can we do as a level to overcome it?
How can we use coding and filtering in the google forms data for AFL and for DI? Could the team share?

S: How did the teachers support the LP students in the use of Google apps and the activities to be done at home? Are they able to do them independently?

# data[].attributes.body
A: use of Experential Learning experiences to excite the students and find the learning of vocabulary meaningful, and tap on students' strengths to learn from each other, the use of dictionary to check meaning
Q: How do you guide /support the students who have difficulties in saying the  vocabulary and struggle to spell/read at a start
S: pictures /illustration to label the vocabulary learnt to show what they had learnt (another AfL) :)

# data[].attributes.body
Sze Ru

A - I like how you provide hands on experience for participants to engage them during the presentation. I also like how you unpack the terminologies of the 8 SHoM for students.

Q - How differently did the students respond to the lessons when SHoM were introduced?

S - Perhaps can marry dramatisation/role play with music (SHoM) to make lessons really fun.

# data[].attributes.body
Moving to online forms is a great way to align and streamline processes. Enjoyed the presentation on making processes easier for users.

# data[].attributes.body
A - I like how the learning of vocab is conducted in a fun way. I had tried using Wordle with my class and they do enjoy playing it. Thanks for sharing the quote from Nation, it has got me thinking about EL vocab can be learnt in a fun way.

Q - Did you see an improvement in the students' use of vocab in their writing or speaking?

S - This could become a level challenge like spelling bee!

# data[].attributes.body
A - I think it is great that the implementation is grounded on the e-Ped underpinning so that it guided the teachers with clarity and focus
Q - I would like to know when students are using Google Slide, will some of the conversation between the students not be captured? Maybe some of these conversations may give clues to students' misconceptions.
S- I like to suggest for the above question above, maybe we can have a slide that get the students to capture some of the arguments/views presented (their reason for making that decision) prior to the conclusion made
S -

# data[].attributes.body
A. Love the Grandma Can't Eat Aliens acronym! Music has been very abstract to me. The 8 studio habits of mind really provide the students with a structure to monitor and track their learning independently.

Q. Have these 8 studio habits of mind encouraged your students to ask more relevant questions since more vocabulary has been introduced?
Why is the C note on A string?

S. Perhaps for students with SEN, the worksheets can have options as a guide instead of open-ended.

# data[].attributes.body
A- The use of  experiential learning to excite the MTSP students in learning and building their vocabulary is evident. Kudos to the presenters.
Q- Experiential learning is activity-based and can be time-consuming. Do you  face any challenges in completing the curriculum? If so, how do you mitigate?
S- Good to share some data to show the improvement in learning vocab through experiential learning.

# data[].attributes.body
A- I like how the team has used the organiser to identify gaps and using the 3Ps. It is heartening to see the fruits of your labour.
Q- consider DI in SLS?
S- how about a word wall and games to engage students to learn the forms of the verb?

# data[].attributes.body
A - I like the Grandma Can't Eat Alien acronym that helps us remember the chords. Giving the students the opportunity to create and explore and enhances their creativity.
Q - Given more time, what do you think the learning outcome will be?
S - Perhaps some guiding questions to help the weaker students in their thinking processes.

# data[].attributes.body
Blended learning was useful and effective in teaching past tense to the p3 students. SlS was used together with face to face lessons in school and hard copy of drill and practice.

# data[].attributes.body
A - I like how the level teachers customize the level of difficulties to meet the needs of the students with different progress level
Q - What are the difficulties you faced with different learning needs?
S - The games can also be used as "carrot sticks", once the students have completed their work, they can play the games. Can also tap in on online games like Math playground / Soduku. The games can also be included for students to play in the classroom as a 'Maths Corner' or during recess.

# data[].attributes.body
A - I appreciate the use of ELC (Wordle quiz) to improve students' vocabulary, as well as opportunities to engage their critical thinking skills.

Q - Have you tried using leveraging data at a smaller scale e.g. in spelling to see if the words stick in students' minds?

S - Suggest to use Borton's model of reflection to deepen the learning through ELC.

# data[].attributes.body
A- I really enjoy the incorporation of the learning of the ukulele and understanding the sharing better. We are able to understand what the students experience during class.

Q- How different did the students response when you first introduced the 8 Studio habits of Mind?

S- Perhaps could provide different sets of instruction for LP students which will be easier to create.

S-

# data[].attributes.body
A: the team explores a variety of google applications (forms and docs) and leverages on its affordances. Helps students to bridge subjects (MA and Sci)
Q: differentiation in terms of activities or instructions
S: perhaps to explore other applications that support collaboration (padlet)

# data[].attributes.body
A: I liked how you were able to do pre assessing surveys to plot student readiness with the strong use of ICT and google sheets. it was also amazing to see the instructional affordances that the teacher can analyse the data collected. It was also amazing that data collected can be quickly analysed without complicated analysis processes.

Q: How do you decide the levels of interaction? How do you mitigate misconceptions? Is there a refresher on how to read/ plot/ graph data for students?

S:  Might going back to using SLS platform itself with their recent new tools be helpful to mitigate the icon login issues? Perhaps students could be guided on how to give quality / good feedback/ tracking their contribution comments.

# data[].attributes.body
A: Well-thought out and planned lesson package that has so many elements of collaborative learning on unconventional co-creating platforms.
Q: Were most of the students able to utilize the online tools independently? Did you all have to collaborate with the IT team to ensure that the students possess the necessary IT skills to use the various apps.
S: --

# data[].attributes.body
(A) - Thanks for sharing the affordances of the Google Apps (Google Slides, Google Sheets, Google Forms) in the teaching of Science! These different modes allow teachers to draw out information on students' learning on a single platform! I also liked how there's DI infused in the students' learning!

(Q) - Where do you find the time to guide teachers on the use of the various modes in the Google Apps? And also how do you teach the students on the affordances of the Google Apps?

# data[].attributes.body
A: the usage of google apps would certainly interest the students especially when it is used with various objectives in mind.

Q: how could differentiated learning be done for students of different abilities?

# data[].attributes.body
A - I like how the students are given the opportunities to explore the ukelele and create their own music. I think it's a good way for students to develop an interest in music rather than not being able to play a song. It will give them the confidence to be more interested in the musical instruments. I like how stories were used :)
Q - Is there consideration for them to continue this habits of mind for the lessons as I find that it is something that they could continuously relate to which is good.
S - The exposure to "Meet Musicians" are really good. Do keep it going so that the students can be more expose to the musical world.

# data[].attributes.body
A- It’s really good for teachers collecting data of students’ starting learning point, and correct them promptly.
Q- How do you assist students’ learning gaps?
S- It might be too difficult to some students to give out the feedback in a proper way, maybe teachers could consider provide samples for them in the beginning, so that they have better idea to give feedback.

# data[].attributes.body
A - I like the resources used in the classroom and also the strategies used for SBA session.
Q - How do you address LP students who needs more support? Are the worksheet DI?
S - Maybe can include Kahoot games or quizzes to engage and check on students understanding.

# data[].attributes.body
A- I like the use of the checklist as shared by Chenyang for her HCL class - it really makes thinking visible to our students.
Q- In the video that you shared, one of the ways to start off STW Thinking Routine is bringing an object or image. Have you tried bringing an object to class instead of focusing on just picture composition? If yes, how did the STW Thinking Routine fare between these two?
S - You could share the checklist as a template for the other groups of students as well i.e. the Standard group.

# data[].attributes.body
A- Very detailed research done to identify students' learning gap in punctuation. :)

Q -  Just wondering if and how the LP and Mp students managed to grasp the key idea that a sentence is a complete thought and therefore, must end with an appropriate punctuation

S - Since this is still an area of concern at the upper primary level, could the resources eg SLS lessons on punctuation be shared with upper primary EL teachers as well ? :)

# data[].attributes.body
A: I like how the model helps to address the learning gaps of the students. It also further deepens their learning.
Q: Was it easy to categorise the answers based on the model?
S: Please share the model :)

# data[].attributes.body
A- I like that the team use the GCA lesson to help students identify problems and find solutions, and find intrinsic motivations.
Q- How do the students with better skills competency feel about the GCA lesson? And how do you motivate them to cooperate and work together?
S- Showing students the videos of them playing in two settings will allow them to see playing together in GCA lesson has more opportunities to develop social, emotional, thinking skills.

# data[].attributes.body
A: Good that there is a follow up from the data from 2021 before the team embark on this project. Using the data from the diagnostic tests is good use of data to assess the misconceptions of concepts.
There is the use of a variety of manipulatives (e.g. toothpicks, matchsticks, cubes etc) to help them rename when they do subtraction.
Good to involve the parents to support their child in the learning at home.

Q: As the Pre-Tests have the place values written for them, are the students able to write the place values in the algorithms if it is not written for them especially the LP?

S: Help them to recall 10 ones = 1 ten; 10 tens = 1 hundred; With this basic concepts in mind, they should be able to understand renaming.
May want to assign the students SLS lessons to reinforce their learning of subtraction.

# data[].attributes.body
A - Great job with the meaningful resources prepared. I especially like the visuals  to help students differentiate the pronunciation of different words. Also wonderful that the MTSP students made progress from pre to post test! :)
Q - Did students show evidence of better spelling in other components of TL as well?
S - Was going to suggest same pre and post, but it was already mentioned in your reflection. Good job!

# data[].attributes.body
A: Detailed examples of the learning gaps were shared and their respective meanings were shared- which was easy for the audience to relate and reflect on!
Q: Is there an alternative way to help struggling readers and writers to get acquainted and gain confidence in grammar? Through visuals or through specific cues to remember the form and functions?
S: Moving forward, perhaps recapping the word class together with participle form of verbs at the beginning of teaching active / passive voices might be beneficial so that when examples incorporate these changes, students are familiar and not overwhelmed! 😊

# data[].attributes.body
A: the use of student's work and error and the use of whole - part-whole in teaching grammar meaningfully, and t
Q: at the practice and product stages-were they any authentic  final product that able to assess the students learning beside SW/CW/oracy and LO achieved besides learning sheets / S&T in exam paper? As passive sentences usually used in reports which hardly written by students? The usage /frequency of passive voice in daily life?
S: the use of list word forms to trigger at start of lesson /at certain level eg demands - demanding - demanded

# data[].attributes.body
A: Structured way to help child to learn by including various forms of motivation and affirmation. kudos to the patience and effort put in!
Q: would this strategy help students in all progress levels?
S: can apply this strategy to other subjects, especially languages

# data[].attributes.body
A- I like the way data, observations are used to inform presenters' choice of grammar component for intervention. To add there's hands-on activity for participants to experience students' perception of the active/passive voice.                                                                                               Q- How do you assess students' noticing skills?                       S-Have a Grammar Corner to explicitly display word class etc.

# data[].attributes.body
A: The data collection to find the students’ weakness areas.

Q: Does the success criteria should be much generally for all the grammar instead of providing detailed instructions and steps?

S: Maybe can use the sentences from their favorite books to raise their interests as learning grammar is much boring for them.

# data[].attributes.body
A: I resonate with this! I can see parallels between the premises of game-centered approach and the Studio Habits of Mind, where the focus is less on skills acquired (hitting technique / playing the right chord) and more on the bigger picture (strategic thinking / artistic thinking)
Also really appreciate the effort to modify the ball to make the students feel safe.

Q: What are some challenges that PE teachers face in implementing a games-based approach?

Q/S: For greater engagement, could students be able to create their own games?

# data[].attributes.body
A - Great job! Very detail analysis and research. I like the games used to engage students. The visual poster given for the students are very well done. Very comprehensive sharing! Learnt new tamil words!

# data[].attributes.body
A: The use of side-by-side strategy helps the students to visualize the regrouping when the students use the linking cubes
Q: What will you do if the student can always give correct answer but the algorithm/working/renaming is done wrongly?
S: A pack of Math manipulatives (base ten sets, place value chart) given to each student for use in school and at home. Increased ownership in learning too.

# data[].attributes.body
A - It has provided me with an insight on how Grammar should be taught through the different approaches.

Q - How do you continue to support students who are still struggling with the use of grammar?

S - Passive and active can be challenging for the students. Suggest to expose the students to different variation of questions.

# data[].attributes.body
A- I like that you take the time to conduct a pre and post test. It helps to narrow down the issues in terms of spelling.
Q- Are the Quizlets and visual resources prepared by our teachers?
S- Maybe can consider post test for homonyms in Oral skills

# data[].attributes.body
A: Holistic presentation making use of student data, what we have learnt through the grammar course like inductive/deductive approach and the 3P approach, the steps to teach students and the analysis of their post results

Q:  LP students - If there are any other alternative ways to get them keen on learning grammar apart from reading if reading is a challenge for them

S: Visual reminders on word classes around the class :)

# data[].attributes.body
A: The demonstration of the technique was very effective in helping us understand it!
Q: What is the effectiveness of DTT in comparison with the other techniques you have used before?
S: Nil. Thank you.

# data[].attributes.body
Like how teaching is focused more on the process which will allow students to apply the skill to different instruments that they might be interested.

# data[].attributes.body
A: I like how your strategies are backed by good literature review. Thank you for demonstrating your strategies.
Q: Do you think the EL teachers should do this with the LP during SSR time (while the rest of the class read)?
S: Possible to use DTT with phonetic strategies?

# data[].attributes.body
A - I appreciate the team's systematic efforts in using AR to guide its intervention 'DTT' strategy. Good Job!

Q - As students have spelling in English or Mother Tongue, would including the choice of words be helpful to make connection to students' learning?

S - Suggest to trial with other groups of students to see if it can be applied to different archetypes.

# data[].attributes.body
(A) - The use of 'What-if', 'Tug of War' , role-playing, 'Circle of Viewpoints', and using stimulus to deepen students' thinking and promote discussions are good strategies to use! Thank you for sharing!

(Q) - With so many different perspectives shared by students, how does the SS teacher conclude the lesson? Is there usually a direction towards which we would want to inculcate in the students at the end of the lesson?

(S) - For the lower primary and/or LP students, perhaps a list of words (feelings, emotions) and phrases (sentence starters) could be provided to them to enable them to express themselves.

# data[].attributes.body
A: I like that you take the time to explain to the students why it is important to learn grammar, particularly about the active-passive voice you are focusing on, so that the students learn with understanding.
Q: What are the persistent learning gaps despite your intervention for active-passive sentences?
S: Perhaps can go through the forms of past participle for the verbs for the LP students, as I find that some of my own students weren’t clear on the word forms (e.g. don’t know what the past participle forms of some verbs are)

# data[].attributes.body
A - The use of the thinking routine (CSI) allows the students to think deeper and to also be aware of the cause and effect certain issues and problems. it's a well-selected routine especially in the area of social studies
Q - Have you observed the students becoming more 'automatic' in their thinking with the implementation of this thinking routine?
S - perhaps CSI can be used across the different levels to find out if the thinking routine has helped students in the way they think about issues / topics

# data[].attributes.body
A: I like how the team uses the 3Ps to conduct teaching of grammar
Q: how to challenge/assess HP students on their understanding?
S: perhaps to introduce word class by levels and collate a word list for students

# data[].attributes.body
A: Thanks for sharing the many thinking routines and samples of students work. It has indeed helped the students deepen their ability to think.
Q: Are the thinking routines taught by levels and is this consistent across the nation's primary schools?
S: Is it possible to allow students to use different approaches to present their views such as voice recording?

# data[].attributes.body
A: The demonstration of the lessons gave me a better idea how the strategy could help for LP students. It encourages the morale and interest for learning.

Q: How do you support those students who still find difficulties in learning? What are some of their main motivation?

S: Perhaps it could be applied to the other languages.

# data[].attributes.body
A: Great efforts in designing the targeted pre-quiz questions and diagnosing students' work to understand the learning gaps.
Q: Have you considered using your intervention using MOE Math resources such as the number discs?
S: Request students to create their own manipulatives using recyclable materials they can find. This way they can have a set to use at home to close gaps.

# data[].attributes.body
A - I like how the Games-centred approach is used to build up the skills that the students need to learn for PE lessons where the students can be more intrinsically motivated. It is very creative of the teachers to think of the conditioned games. I like how it is carried out and the variations of how the PE lessons are carried out.
Q - I am curious if there are still any students who choose to sit out even with the GCA lessons. Is there any platform for them to share what is difficult or how it can help them join in?
S - It will be nice for the students to think of how conditioned games could be carried for subsequent lessons to improve their skills. Keep it going.

# data[].attributes.body
A- Base on students’ data, it really helpful for solving students’ learning gaps. And let students keep alert for their own learning is important.
Q- Are they able to produce these sentences in their writing?
S- it might be better to get sentences from students composition or their write up, so that they are able to aware their mistakes.

# data[].attributes.body
A-
The presenters showed that through DT, joy in learning can be achieved by deliberately creating small successes during the learning process. I think DTT is also applicable for CL word recognition to make learning manageable and less daunting.
Q-The strategy is used for a selected group of 5 students. Will this strategy be employed to support other students as well?
S- Collaborate with subject teachers to reinforce the learning in classrooms.

# data[].attributes.body
A - I enjoyed the interactive learning of the ukulele and how students are learning to express themselves in various ways through music.
Q - Will students be given more opportunities to continue learning music using the 8 studi habits of mind?
S - Could we incorporate more learning of more different emotions in music (e.g. the scary spider etc) to get them to be more self-aware about different feelings?

# data[].attributes.body
A - I like how this strategy also develops dispositions of confidence in our student's learning.
Q - Can this strategy be applied to a small group of students or it is better one to one?
S - I wonder if this strategy could be applied in other subjects

# data[].attributes.body
A – I like how you meaningfully triangulated data from different sources to identify students’ learning needs/gaps (e.g. classroom experience, PSLE CPDD reports, teachers feedback).

Q – Perhaps can conduct the pre-quiz before teaching the lesson on Magnet, to sieve out any possible alternative conception?

S – Perhaps can show a video of how students interact with the magnets and materials during the hands-on exploration and sharing of what they have learnt through this process.

# data[].attributes.body
A-      I like how you reinforced students’ learning on the use of simple past tense by emphasizing its use in daily speech.

Q- Beyond the use of SLS course space, how else can we encourage students to be self-directed in their learning of grammar?

S- It is important to be intentional in the use of metalanguage in our classrooms, to help students understand what they are learning.

# data[].attributes.body
A-      I like how you used CSI in guiding students to reflect deeply, and through the process help students develop self-awareness and empathy.

Q- What are some of the challenges you face when facilitating difficult conversation in the classroom?

S- Perhaps for some of the students’ reflections/responses which you would like to highlight, can consider typing out their responses. It’ll be easier to view on PowerPoint.