Mudskipper NLC 1: Sharing Wall by MOE CPDD GEB-EL https://padlet.com/moegebr/nlcms2023b en-us 2023-01-27 04:12:49 UTC 2025-12-11 05:39:59 UTC hello@padlet.com Task Instructions moe_cpdd_gebel5 https://padlet.com/moegebr/nlcms2023b/wish/2458527226 Before our next NLC session on 24 March, please do the following:

1. Select any facilitation strategy from either the Facilitators' Toolkit or the Mudskipper Module Guide you want to try out in your EL HAL Classroom OR Reading Circle.

2. Enact your chosen facilitation strategy in an activity with your HAL students.

3. Create a post on this Padlet sharing your experience:
- The learning objectives of the lesson/RC session you enacted
- Which facilitation strategy you used
- Reflect on what worked well or what challenges you faced, and why you think these happened. What might you do differently if you were to try it again in future?

Please include your name as the title of your post.]]> 2023-01-27 04:20:56 UTC https://padlet.com/moegebr/nlcms2023b/wish/2458527226 Sim Liyang https://padlet.com/moegebr/nlcms2023b/wish/2527227525 Learning Objective:
Consider a character in a book as being multi-dimensional and complex, as opposed to being stereotyped as plain good or bad.

Facilitation strategy:
Frayer Model

What worked well:
The students were actively engaged in their discussion, especially when they were narrowing down to the essential characteristics of a villain.

It worked because they were drawing upon their (wide) prior knowledge of villains and anti-heroes from books, movies and shows.  It was something the students could relate to.

What might I do differently?
In my second run of Frindle, I supplemented this activity with two children's stories that have a dark theme. (That Is NOT a Good Idea! Tadpole's Promise.) I loved seeing the reaction on their faces when the plot twist was revealed. 

I also replaced the suggested animated film with another one. The title is 'Bounty'. This film got the students thinking about the main character's intentions and whether his actions were justifiable or not. ]]> 2023-03-22 14:07:02 UTC https://padlet.com/moegebr/nlcms2023b/wish/2527227525 Mrs Prakash https://padlet.com/moegebr/nlcms2023b/wish/2528144267 Learning Objective :
To connect ideas or events in a novel to relevant topics and ideas.
Facilitation Strategy :
ONW
What worked well :
This is a P4 mixed ability class. Most of the students are avid readers.
By prompting students to slow down their thinking and simply observe before drawing conclusions and asking questions, allow them to be engaged more deeply with and analyze more thoughtfully the media they are viewing.
Most groups were able to complete the ONW questions. Students were encouraged to explore, discuss, question, document, dialogue and direct their thinking and learning. It was interesting to see how  the students started to explore and connect ideas and how they expanded and led ideas into new orientations or new directions that helped them dig deeper in the story that they were studying. Classroom activities became more enjoyable, spirited and memorable.

What might I do differently :
Due to time constraint, I could not plan for DI for my LP and my low MP. As such, these students seemed to be "lost"
Moving forward, I would like to plan simple activities for them such as the "sentence-word-phrase" strategy.
I also would like to make these thinking routines  as part of classroom learning environment. Thinking routines could be seen as one of the methods or pedagogies that can enhance students’ engagement in English language classrooms and thus cultivate a culture of critical and creative thinking.

 

]]> 2023-03-23 02:53:24 UTC https://padlet.com/moegebr/nlcms2023b/wish/2528144267 Yi Hui https://padlet.com/moegebr/nlcms2023b/wish/2528973637 Learning Objective:
To identify the emotions felt by the characters during their interaction.
Facilitation Strategy:
Coloured cards
What went well:
This is based on Reading Circle - Frindle. As the students listened to parts of the story in chunks, they raised the traffic light coloured cards to show the emotions they have detected that are felt by the characters during their interaction. Some students were picked to share their opinions using the evidence in what they have listened to earlier on. Interestingly, the students would interpret the evidence differently and identified different emotions felt by the characters.
What might I do differently?
This part of the lesson actually took up too much time that the later activity had to be pushed to another session. I have not thought of how I would conduct this lesson differently but I thought it is important to have this activity before the students move on to have a debate on which character has won in the word battle. During this coloured cards activity, the students were able to understand the interaction between the characters better which helped them to determine whether one of the characters or both the characters were "winning" in the word battle.]]> 2023-03-23 14:41:17 UTC https://padlet.com/moegebr/nlcms2023b/wish/2528973637 Mashitah https://padlet.com/moegebr/nlcms2023b/wish/2529692245 Facilitation Strategy:
Fishbowl Discussion

What worked well:

  • Students in the inner circle took turns to speak, able to quote pages and use sentence stems given to respond. 
  • Outer circle took pride in doing their work well. They requested to use the laptops to take notes since our sessions were conducted in the comp lab anyway. Those who were more comfortable with writing it down, did it on paper.
  • Every student had the opportunity to contribute in the inner circle. On other sessions, certain students tend to dominate but with fishbowl, this was not so evident. The students used the sentence stems most frequently when disagreeing or adding onto a previous contributor’s points.
  • The students who became inner circle in the second round did it better since they have seen how it was done in the earlier round by the other group.

What challenges were faced? 

  • Outer circle commented that they were scrambling to take down the notes even though on laptop.
  • Inner circle seem to have plenty to say and teacher has to ensure that discussion stays on track.

Why do you think these happened?

  • Outer circle may not be very sure how much or how detailed their notes needed to be

What might you do differently if you were to try it again in future?
  • Split the group into 2 sets of Fishbowl discussions instead of having one big one.
  • Guide outer circle on how to take notes more efficiently before starting the fishbowl discussion.
]]> 2023-03-24 01:30:14 UTC https://padlet.com/moegebr/nlcms2023b/wish/2529692245 Poh Leng https://padlet.com/moegebr/nlcms2023b/wish/2529790297 Learning Objective:
To analyse traits of a character at different parts of the story.

Facilitation Strategy:
ONW

What worked well:
The students have the pre-requisite knowledge of doing annotation and See-Think-Wonder. For these lessons, other than using annotation strategies to explore deeper into the reading, students also used ONW to analyse the traits of the character/s. From students’ notes on ONW, I gather evidence that when students went through each step of observe, notice and wonder, not only were they directed to go below the superficial surface while viewing and thinking, they also connected to their live experiences to state their perspective using the evidence given in the text.   

What I might do differently?
Moving forward, I would like to try using coloured cards.

]]> 2023-03-24 02:48:37 UTC https://padlet.com/moegebr/nlcms2023b/wish/2529790297