Jan 25 Class 1 Gen Session WS: Padlet 1a on Reflections on Reading by MOE CPDD GEB-EL

Group 1

2025-01-22 06:58:26 UTC

Meaning-making as a group:

1) Portrays sadness

2) war-torn sentiment

3) question-answer format

4) the effects of war - pre and post war

5) violent imagery

Breakout Group 3

2025-01-22 06:59:17 UTC

From our first reading, we read to get the gist of the poem. In the later readings, we pay attention to the details on the poem such as the imagery, specific words that convey emotions/links to Vietnam war (use of prior knowledge).

Breakout Group 3

2025-01-22 07:02:28 UTC

Contextual knowledge/Background knowledge
Knowledge of literary technique (specific use of words to create the imagery e.g. use nature to show the lives of the Vietnamese people)
Visualisation of poem (as we read the poem, we are able to visualise it in our mind)
Ability to draw connections between the stanzas
Understanding of cultural symbols (e.g. moth to symbolize bad luck?/children being referred to as buds)

Breakout Group 3

2025-01-22 07:05:19 UTC

Insights about process of reading

Adequate time and correct state of mind when reading the poem so can process better
With every reading, there is a greater understanding of the topic/theme and gain insights to specific language features/words used

Breakout Group 3

2025-01-22 07:09:17 UTC

What I need to do more of for my students

Students' readiness to read the text (some students may not have prior knowledge about war for example, then they cannot understand the text, then teachers need to dedicate more time to break down the poem/build up prior knowledge)
Dedicated time so that students can process the poem well
Teacher modelling - Teacher read aloud/show annotations so students can model after
Leveraging on technology to build up prior knowledge (e.g. set up SLS lesson with videos on Vietnam war so students know more about the context of the poem)

Group 1

2025-01-22 07:10:40 UTC

1) Re-reading the poem individually and as a group advanced our learning

2) Exchanging viewpoints helped to develop our understanding

3) The question-answer format jumped out further

4) More questions came into our minds with regards to the poem

Breakout Group 3

2025-01-22 07:11:44 UTC

To sustain this kind of reading, students need:

Time
Interest in the subject
Opportunities to discuss

Sonika (Group 1)

2025-01-22 07:17:26 UTC

Meaning-making as a group can be a very affirming and reassuring process.

Sharon Ho (Group 1)

2025-01-22 07:18:30 UTC

Reading can be both an individual and a social activity. As a group, we can bring different insights from different backgrounds that can enhance our understanding of the text as a whole.

Sharon Ho (Group 1)

2025-01-22 07:19:30 UTC

1) Establish specific routines (e.g. group roles, talk moves) so that everyone is clear of the steps of this way of reading

2) A rich text that allows unpacking and for different perspectives

Kiru (Group 4)

2025-01-22 07:20:39 UTC

I have learnt that there are different ways to interpret a text, and there might not be just one right way to do so. All of my group mates had similar ideas about the poem, but approached and dissected it in different ways.

Group 5

2025-01-22 07:20:56 UTC

Each of us understands the poem differently from one another and when moving from the first to the second reading. We notice that reading tends to at first be either driven by meaning making or is impressionistic, with these two threads sometimes getting tangled up. It can be tough to make more meaningful conclusions from the second reading when it is grounded in a first reading that may or may not be fully accurate.

Justina (Group 2 )

2025-01-22 07:21:03 UTC

We all had different interpretations of the text and what it meant. Some of us were questioning what the poem was trying to convey, some thought it was a conversation between foreigner vs locals. We also realised how diving deeper into the poem allowed us to better understand the tone of the poem and allowed us to make connections to ourselves and the world.

Wei Chi (Group 1)

2025-01-22 07:21:21 UTC

Insightful. After listening to my group members' sharing, I am assured that there are others who have difficulty reading it and also share the same 'uncomfortable' feeling. I am also thankful for my group members for their sharing as I get to understand the poem through different perspectives.

Group 6

2025-01-22 07:21:29 UTC

The first reading allowed us to get a gist of the poem. Subsequently, we looked into the structure of the poem and the words used to help us better understand the meaning behind the poem.

Justina (Group 2)

2025-01-22 07:22:14 UTC

Re-reading
Re-telling to articulate and form our thoughts
Understanding of the figurative language
Prior knowledge of different things we see around the world

Christianna

2025-01-22 07:22:33 UTC

Sharing our insights in a group allows us to gain different perspectives of the same reading; we bring in our different interpretations based on our individual experiences and build on each other's thoughts and understanding of the text.

Group 5

2025-01-22 07:22:53 UTC

Prior knowledge about the subject matter, in this case Vietnam itself and the whole concept of war. This prior knowledge can bring specific ideas into our interpretation
The ability to catch that the poem takes a QnA structure. If it was or was not caught in each reading, it affects the interpretation.
Prior knowledge of literary devices. Knowing some of the mechanics of these devices can colour our interpretation.

Group 4 ( Marilyn)

2025-01-22 07:22:58 UTC

I realise that when we read the poem several times there can be many other perspectives on the devastating effects of war and the imagery seems to amplify series of questions about the people of Vietnam's traditions and customs, contrasted with the horrors of war, symbolized by "light hearts turned to stone."

Grace Ho (Group 2)

2025-01-22 07:23:10 UTC

very varied perspectives.

One of our group members even broke down the length of each sentence to make meaning of the impact the author is trying to create.

On the other hand, I read it as a conversation between a foreigner and a local, whatever the foreigner sees in post-war and he questions whether it is the same as in pre-war.

Group 7

2025-01-22 07:23:11 UTC

To read and understand a text, we need to break down its content, understand its meaning by connecting to our prior knowledge, and negotiate for meaning as we analyse the words and phrases through multiple rounds

Group 5

2025-01-22 07:23:24 UTC

It is difficult to read once through without going back to grab onto threads and use that to make sense of the content

Kiru (Group 4)

2025-01-22 07:23:35 UTC

Listening to others' perspectives and how they understood the poem. This deepens the understanding of the text by offering varying perspectives and insights.

Justina (Group 2)

2025-01-22 07:23:47 UTC

Questioning techniques to effectively help students to analyse the poems
Providing prior knowledge and schema
Students' readiness in analysing the text

Perspectives

2025-01-22 07:23:49 UTC

Listening to the individual's perspective enabled me to understand the poem in greater depth and to make connections with the question and answer. I was reassured to know that others too had difficulty understanding the text given that we are from a different culture and environment.

Group 6

2025-01-22 07:23:59 UTC

Background knowledge on the context
Understanding interview conventions
Breaking the poem down to smaller stanzas.
Reading the poem a couple of times to aid in understanding the context.

Grace Ho (Group 2)

2025-01-22 07:24:26 UTC

Re-reading gives new perspectives, new insights and also allows time for pre-knowledge to come into the picture to form connections

Wei Chi (Group 1)

2025-01-22 07:24:56 UTC

1) Set class norms and expectations for the students.

2) Use effective questioning

Farhana (Group 4)

2025-01-22 07:25:11 UTC

Inoticed that, while everyone has their own approach to understanding a text, we all tend to skim through it during the first reading. On the second reading, we start to identify connections within the content. By the third reading, we are able to link these connections to the overarching themes, deepening our understanding.

Justina (Group 2)

2025-01-22 07:25:36 UTC

Motivation linked to self-efficacy: being able to understand what is going on
Providing pictures to better paint pictures and support visual learners
Being able to discuss this in a way that encourages participation from everyone

Group 7

2025-01-22 07:25:39 UTC

Open mind
Questioning and scaffolding
Making use of prior knowledge
Discerning readers

Farhana (Group 4)

2025-01-22 07:27:25 UTC

Listening to everyone's perspectives without interruption helps to develop my understanding of the text.

Group 7

2025-01-22 07:27:44 UTC

Re-reading can help one gain new insights and understanding of texts and time needs to be given for connections to be made and considered

Group 7

2025-01-22 07:29:00 UTC

Show that how re-reading can aid them to gain new perspectives and understanding of texts and that it is important to slow down to pay attention to details and make connections

Group 7

2025-01-22 07:29:47 UTC

Time
Safe and conducive environment
Open mind

Group 6

2025-01-22 07:34:09 UTC

By re-reading and sharing our thoughts with one another, we can leverage diverse perspectives and experiences to gain a deeper understanding of the text.