(i) 2 takeaways/learning points from the activity you attended.

(ii) 1 relation of this takeaway/learning point to your work

Do add on any images/photos that you had taken to share with everyone!

I also learn that by leveraging real-time data from platforms like School AI, we can better understand students’ readiness, interests, and learning profiles. This Open Classroom inspires me to explore how AI tools can further enhance this differentiation, especially in comprehension tasks or writing activities, by giving real-time prompts and feedback.

Through the process, students are provided guidance through DI such that they can experience competence at their level of readiness.

I can extend this learning to how I teach descriptive writing in my lesson by employing devices and transforming classroom teaching into authentic learning. This way, my students will learn to inject their own feelings and thoughts into their descriptive writing assignments.

Learning point: In our teaching work, this means we should intentionally plan and offer tasks that vary in content, process, or complexity to match students’ diverse interests, readiness levels, and learning profiles. By doing so, we empower students to make choices in how they approach their learning, which fosters intrinsic motivation and a sense of ownership.

Understanding and monitoring the well-being of students are school/teachers' priority, Fairfield Methodist School SDT develop a thorough, school-wide support system. Data from termly check-in, Connecto-grams helped teachers to better understand and manage students, for examples planning for Primary 5 camp, seating plans, P3s and P5s promotion etc.

As a form teacher, I have understood the needs and the benefits on how and what data to collect would be helpful to build better TSR in my form class. I believe that that we could leverage on current AI tools to help building a more resilient foundation for our students to succeed and thrive.

Siew Yin

1. Effective oracy skills: I'm now more aware of the importance of teaching students to listen and speak effectively. I'm considering how I can adapt my teaching strategies to better support students in developing these essential skills.

2. Grammar and vocabulary retention: I'm pondering ways to make language rules and patterns more memorable for my students. This has sparked ideas for innovative approaches to teaching grammar and vocabulary.

The discussion on the challenge of teaching in-depth also resonated with me. Recognizing that thorough coverage of a topic can take 4-5 weeks, I'm now thinking critically about our curriculum and what content is truly non-negotiable for building a strong foundation in our students, particularly in lower primary. This has me wondering how our level/department can make informed decisions about prioritizing content to ensure students receive a solid grounding in EL.

S -Stay with your buddy

TA - Talk to your buddy

R - Respond to your buddy

P - Praise your buddy

To help students with the respond part, teachers provide students with sentence starters to reduce anxiety and boost their confidence.

Teachers need to explain each part explicitly so that the students know exactly what is expected of them to ensure Buddy Time is carried out effectively.

This aims to enhance positive social interactions among students including those with special needs., thereby promoting a positive classroom culture when PSR is strengthened.

I can infuse BT during PTGP and PAL lessons.

2) I see the value of using games to support diverse learning needs in my class. Purposeful, well-designed games can help reinforce key concepts like place value or multiplication in an enjoyable and meaningful way. Integrating such games into lessons or as transition activities could enhance understanding while nurturing a positive attitude toward learning Math.

2) A sociogram can be used to understand class dynamics and assist with seating arrangements and groupings

I can try using sociogram to better understand the dynamics of the class and group the boys more effectively.

• Students are encouraged to plan, monitor and evaluate their language use.

• Students can develop language awareness through self-questioning and reflections.

Relation to my subject :

• When students develop these self-questioning habits in English, they can apply them in Malay, promoting independence and deeper engagement with both languages. This also helps students to notice similarities and differences in language structures and usage.

(Fang Siew Fong)

差异教学 (Differentiated Teaching) combined with 真实性学习任务 (Authentic Tasks) enhances student engagement by meeting diverse learning needs and connecting writing to real-life experiences.

引导性提问 (Guided Questioning) effectively activates students’ 修辞知识 (Rhetorical Knowledge), helping them understand and apply descriptive writing techniques more deeply.

One Learning Point to Apply:

I will incorporate 形成性评价 (Formative Assessment) in my lessons to provide timely, targeted feedback that supports students’ ongoing reflection and improvement in descriptive writing such as their 看图写话和作文。

1)      The RCCC framework (Readiness, Coherence, Construction, Consolidation) is useful when planning an e-pad lesson

2)      Leverage on data gathered from the SLS poll, in follow-up lessons allows for timely feedback to students helping them identify and work on areas for improvement.

Application: 1) To be mindful of the effectiveness of ‘content chunks’ to aid students retain information and new concepts. Always focus on introducing 4 or less concepts. Get students to write down and practice. 2) Must ensure spaced learning/ brain breaks are incorporated into lesson. Rather than giving them ‘complete rest’, we can still engage learning through drawing of concepts or quick discussion with shoulder partners about the lesson.

The approach promotes differentiated learning and encourages students to become more independent writers. Through self-assessment, peer feedback, and teacher guidance, students reflect on their writing and identify areas for improvement.

Technology tools were also shown to support multimodal learning, making writing lessons more engaging and interactive. Overall, the workshop reinforced the value of combining tech with structured strategies to enhance students’ writing skills.

1. The 4 approaches that help students develop metacognition

   a. Making thinking visible

   b. making thinking audible

   c. developing metacognitive habits of mind through effective questioning

   d. building schemas to facilitate effective cognitive experiences

2. Quality Qn to ask the students:

   a. What am I seeking to learn or be able to do?

   b. What do I currently think and know about this topic? Is it accurate ?

   c. How am I making personal meaning of the content?

   d. In what ways am I monitoring my progress toward mastery?

   e. To what extent am I developing response-ability?

   f. What have I learnt? How can I take my learning to the next level?

Would like to leverage on some of the questions to support my students to think about the development of their skills in writing, and how they can monitor their own progress.

This workshop shows how student's writing improved through feedback and self-assessment, using aided rubrics and ICT.

I can adapt from what I learn and extend to teach my P4 student how to proofread their writings and improve their content. The teachers also mentioned that although the students are able to see their shortcoming in their writing, the improvement/editing is maybe limited due to their poor vocab, this is thus another challenging task to tackle.

Share:

1. ChatGPT can be used as a self-assessment tool for students to get instant feedback on their essay structure and content.

2. Prompts must be carefully crafted to guide students effectively

(ii) 1 relation of this takeaway/learning point to your work

I can use ChatGPT to help students reflect on and improve their own Malay compositions, especially for Paper 1, by giving them structured prompts in Malay.

Using a flipped classroom approach for upper primary students is beneficial, especially given the limited 30-minute lesson time. It allows teachers to focus more on developing students' skills during face-to-face sessions. Meanwhile, students can access and explore the online materials at their own pace, making the most of their independent learning time.

(ii) I would like to try using Padlet for self/peer evaluation in my upper primary music lessons.

When meaningfully used, libraries become vibrant hubs that support self-directed learning, collaborative discussions, and creative expression. The use of functional zones (e.g Reading, Study, Collaboration) ensures that the space actively supports different modes of learning.

2) Student agency and voice are central to building a future-ready library.
When students take ownership through curating displays, running programmes, and shaping reading culture, they develop critical 21st CC Competencies such as collaboration, communication, and civic literacy. This aligns with the OECD Future of Education and Skills 2030 vision of learners as active participants in their own education.

The library can be a space and tool for greater cross-department collaboration and a platform for interdisciplinary learning, not just an English space. Library zones can be used by all depts (e.g Sci, Art, or CCE) for student-led exhibitions, research showcases, or values-based discussions, reinforcing the library's role in supporting all domains of learning.

Learning points :

1 Structured Peer and Self-Assessment: Implementing the TAG strategy and self-evaluation checklists provides students with clear frameworks for giving and receiving feedback.

2 Development of Assessment Literacy: Students learn to critically assess their own and others' work, gaining a deeper understanding of writing quality and improvement.

3 Development of 21CC skills : The approach encourages students to reflect, analyze, and take ownership of their learning, fostering deeper engagement and intrinsic motivation.

• help capture students’ gameplay performance; and

• facilitate targeted feedback, from both peers and teachers.

(ii) I can use similar maps to provide timely feedback to my upper primary students, in terms of visuals for them to know where their gaps are to improve their gameplay.

1. I found out that at Grade 4, girls are less confident but are better readers. They pay better attention. This is what was discovered globally.

2. Admiralty Primary students are used to reading texts as the school has 1:1 computing. They have personal devices from P3. Classrooms are equipped with "smart" projectors and Apple TV.

3. Admiralty Primary teachers shared how they used digital texts in class. They were exposed to a real blog experience.

4. Students interaction- the students paused, wondered and asked questions.

5. The students know how to use digital devices to find out words they don't know. Searching using online tools. They take ownership of their learning.

   
   

Wong Soong Hung

• Recognise improvements in their ability to use visual qualities, materials, and techniques.

• Reflect on how their ideas, imagination, and storytelling abilities have evolved.

Success is defined by progress over time, not by reaching a fixed benchmark. The rubric might ask, “How have I improved in my use of color since my last artwork?” or “What new technique did I try this time?”

Key Takeaway 2:
It is crucial to develop discerning and responsible users of AI. Rather than restricting access to AI tools like ChatGPT, we should guide students to use them purposefully and responsibly. This approach encourages critical thinking, and grounds their learning in integrity, digital literacy and cyber wellness.

Classroom Application:
Students construct their personalized success criteria for composition writing. Students will input their compositions and ask ChatGPT (under teacher's supervision) to assess their work based on these criteria. Students will then reflect on the feedback, identify their learning gaps, and propose actions to improve. This practice encourages metacognition, student voice, and agency; nurturing them to be future-ready, lifelong learners.

1 -

Rationale for DE DI in IB Science classrooms:

• Technology facilitates access to adaptive resources

• Engages students through interactive and collaborative tools

  (which can be achieved using SLS as a learning platform)

2-

Generic lesson flow (that supports development of 21CC)

• Engage (e.g. real life phenomenon / flipped learning with curated resources provided)

• Eliciting prior knowledge (e.g. KWL)

• Collaborative activity with appropriate scaffolding to DI (e.g. script writing / video recording with success criteria/rubrics provided)

• Assessment (e.g. self/peer/teacher - use of SLS poll, ITT)

• Closing gaps

3-

SLS ITT advantages

• Equitable participation

• Collaborative brainstorming

• Immediate feedback

• Identifying common misconceptions

• Identifying students' prior knowledge

• Data can be analysed using AI

(ii) Relation of this takeaway to my work

1 -

Using SLS ITT for peer assessment, using the strategy of "1 star, 1 wish" ("star" to represent what you liked about your peer's work, "wish" to represent a suggestion for improvement).

2 -

Getting students to create simple videos (to be posted on SLS ITT) to explain Scientific processes as a way of making learning visible - is something that can be explored.

The learning groups from Yishun Secondary School and Compassvale Secondary School explored how to meet the learning needs of students with different language abilities through differentiated classroom teaching.

The learning groups used open classes to collaborate in lesson preparation, and then invited teachers to observe the lessons, communicate and improve teaching. In the process of lesson preparation, in addition to mastering the descriptive writing elements and skills emphasized in the textbooks, teachers also used the principles of differentiated teaching and online teaching to create online and offline learning situations in the classroom, allowing students to start describing the scenery and occasions around them on campus, bringing out their own observations and emotions about the scenery, so that classroom descriptive writing teaching is no longer a single-line learning.

The teacher demonstrated "guiding questions" to activate students' rhetorical background knowledge and encourage them to integrate into the descriptive writing learning more quickly. In addition, students actively found the rhetorical devices in the text and felt the feelings that the author wanted to express, so that they could learn from the text. Finally, the perspectives and levels of "general" and "specific" of descriptive writing were introduced.

Designing differentiated learning tasks to give students the initiative to learn can encourage their learning and make them more willing to accept difficult learning tasks. In addition, students also like authentic learning tasks, which makes it easier for them to add their own life stories and feelings to the scenery to be described, and master and practice what they have learned well.

I learnt that we can:

1) use comments to guide students to pay attention to the knowledge and skills related to descriptive writing,

2) improve students' evaluation awareness, make learning more targeted, and effectively achieve the learning goals of "practice" and "use".

It triggers me to explore another element of experiential learning - getting students to dramatise and to enact the scenerios in the five picture depictions of composition writing, to teach students to write about the characters' emotions, expressions and body langauge, actions and thoughts more vividly.

2) Ipsative assessment doesn’t reject academic standards, rather, it takes into account each student’s past and present abilities, focusing on how they can build upon their existing knowledge and skills to improve future outcomes, be it in their products, artefacts, or artworks.

3) The E21CC framework offers us another lens to view student progress. Ipsative assessment, in particular, prompts us to intentionally create time for students to reflect on their growth, whether through sketches, unfinished pieces, or completed works. What matters is equipping students with the language, confidence, and tools to articulate their progress and extract meaningful learning from the comparison.

(i) 2 takeaways/learning points from the activity I attended:

1. Paul’s Wheel of Reasoning provides a structured approach to develop students’ critical thinking by encouraging them to consider multiple perspectives, assumptions, and implications.

2. Strategic questioning and inquiry-based learning are effective in helping High Ability Learners (HALs) examine viewpoints critically and communicate their insights clearly.

(ii) 1 relation of this takeaway/learning point to my work:

As a Chinese teacher, I can incorporate critical thinking routines into language lessons. For example, Primary 5 students can be guided to explore different perspectives in comprehension passages or writing tasks by analysing character motivations and underlying assumptions, thereby deepening their reasoning and interpretive skills.

progress as outcomes. This brings the focus more to AfL where students practise SEL competencies more consciously.

1 Differentiated instruction is integrated through extended tasks tailored to students’ learning preferences, readiness, and interests, as determined by a pre-lesson survey.

2 Teacher adjusts pedagogical approaches and task design, ensuring students apply their learning in meaningful ways. Tasks include peer teaching, textual analysis, debate, and creative writing. This approach supports diverse learner needs and enhances engagement.

Will improve on the pre-lesson survey with HCL class and give more task choices when designing activites

I do use AI but scaffolding was more verbal.

Authentic Experiential Learning & Sense of place

The planning have to be intentional and purposeful.

Anderson Primary intentionally infuse OE into their level program. For example, embedding OE into Swim Safer, Neighborhood Walk, P5 Camp.

To work with respective event head for OE to be carry out effectively.