Video peer modelling to show students the steps through peers

Keep to the exisiting timeline of SWP observation.

Lessons are structured with a standardised routine across different lessons.

KH

• have lesser words

• perspective thinking slide to be more for teachers’ reference/notes

I - Content are gravitated heavily to an US/Westernised context which make it irrelevant or foreign to our students.

S - Modify / extend activities to role play to local context or authentic setting to practice the desired SE skill

S - very discussion heavy in nature which can be very challenging to our varied students’ learning profiles. Activities can be very challenging cognitively to our students. Teachers will need to further scaffold so make it assessable to students.

P3 - Slides are clear and easy to understand

Teaching videos are useful

VE - we have VE PBIS resources that are contextualized

KH

I- localised context, need age appropriate resources, alternative options for non-verbal students

S- incorporate second step across learning domains and settings

S- alignment of content may not be age appropriate (eg pri 5 unable to grasp grade 2 second step because it is too abstract)

I- FT/subject teachers to spend more time educating students on the improtance of SWP and how to improve in areas of SWP.

S- Use SCO platform to allow students to practice and generalise skills they have learnt

S- Communicating and bringing awareness to parents about the expectations of SWP

KH

Provision of a greater variety of approaches beyond photo discussions

K-The exercise will help them to get focused.

The topics are well expressed.

I-Barrier

Students with short concentration need more video illustration to get them engaged.

• Brain Building Activity

• Clear Lesson Delivery

• Engaging for Students

• Role-Playing Acitivities/Scenarios

Improve

• Tailored support/individualised learning for students with ASD to understand and read social cues

• Enhance/build upon Emotional Vocabulary

• Create culturally inclusive content, as situations may not be relatable in Singapore's context

• Adoptability of programme at home

Start

• Helping students to break down social/emotional cues, delving deeper into each emotion, and tailor them into each individuals experience to better relate it to them.

Stop

• Having students figure out the 'Why' before they are taught about the feelings, as it may lead to inaccurate interpretations on the matter.

I - Sharing of customized resources

S - Sharing PBIS with parents to reinforce

S - Time constraint

To create more visual aids or short videos to illustrate the behaviour

Tracking tool for students and teachers

Resources might not address the pressing issues of our sped students.

Improve - time duration, incorporate more role-playing, extension of activities: relatable content and activity in replacement of worksheets.

Start- aligned it with PBIS values bu categorizing the second steps lesson to fit into the different PBIS core values.

Stop - using SEL period as a non-priorty subject.

eg. after recess, make it a routine to check neatness of attire with the help of mirror for all students in class

Allocate pockets of time in the future for students to apply their learning.

• to reinforce and help students apply PBIS concepts during whole level activities

• During work attachment, reinforce PBIS concepts in authentic settings