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1 key learning point:

Even though I was only able to attend 20 minutes of the first part of the lesson, I was able to catch a few nuggets of learning: (i) using a bonus point system as a way to encourage questioning in the students & (ii) using a very interesting hook (a LOVE meter) to pique students' interest and set the tone for learning! Thank you for sharing your lesson! :)

I realised that for students to be able to paraphrase well, they need to be exposed to a variety of synonyms and even antonyms. It made me think about potential vocabulary exercises on synonyms and their uses in different contexts for my own ML lessons!

Thank you for the OC, Priya! Really enjoyed watching your interactions with the students! ☺️

It was insightful to see that the usage SchoolAI can support students in writing their discussion and conclusion for a food science investigation through offering structured guidance and prompts that clarify scientific thinking. It enables opportunities for students to analyse their data more critically, encouraging them to consider variables, trends, and anomalies. It promotes reflective thinking by prompting students to evaluate the reliability of their results and consider improvements for future investigations.

It would be interesting to explore ways to ensure that all students are engaged during the presentation as students might have the tendency to focus only on the countries assigned to them.

I particularly like the last part of the lesson where there is more “debate” between groups.

Thank you for opening up your lesson! ☺️

One key takeaway is how I can modify my own argumentative lessons to bring in the idea of perspective taking. I was also reflecting about how, in this class, the stances seemed similar. Therefore, I may need to modify the conditions / context such that there can be different, and even opposing, perspectives for a richer discussion.

1. I agree that the first half of the lesson was rather dry. I could have maintained excitement by setting a timer for the planned response oral component, or be deliberate in choosing the best speakers to set the right tone ans mood for the lesson.

2. I agree that students may only want to do the bare minimum by focusing only on the countries they are assigned to. I could hqve made everyone to pose questions to all other groups as they listen, or simply take notes.

3. I agree that the stances were also very similar despite providing a data sheet so that each group can appreciate the unique circumstances surrounding their country. I could have presented this as narratives as students might respond better to stories than mere statistics.

4. I could have provided structured conversation starters to get students to observe the decorum of panel discussion.

5. I could have provided more entry points for students to offer ad hoc responses or interject as this raises more curiousity and engagement level, as can be seen towards the end of the lesson.

Overall, I am pleased that students were able to prepare for the discussion within a short period of time and that most tried to participate or remain focused on the discussion. Admittedly, the lesson design was somewhat time and labour intensive (e.g. preparing materials, giving instructions, arranging the setup), but it was worth rhe investment when I could see that students genuinely wanted the opportunity to express themselves and engage their intellectual capacity.

In the second half, students appreciated a humourous video which showed people getting into trouble in their everyday life from ignoring the effect of the Third Law. It was a good prelude to getting students to appreciate why it is important to be able to identify the forces and the results on objects due to the Third Law.

I appreciated the effort that Mr Peh put in to engage his learners! The structure, explanations and examples were well planned to be accessible for students and to provoke their thinking. Thank you for opening the lesson to us.

Very interesting part of the lesson 😁:

Mr. Luqman engaged the students in an impactful activity where they tore a piece of paper for each statement he read that resonated with their own experiences of failure. He then had them repair the torn pieces with glue and stickers, symbolically mending the “cracks” like kintsugi, whenever they connected with the responses to failure he read aloud. For example: When I fail at a task, I see it as a learning opportunity to do better the next time. When I fail in some things that are not within my control and I do not feel bad about it.

On top of that, Mr Luqman also used an audio timer (songs) instead of a visual one, which helps students focus on the activity rather than the countdown. He also provided a box of all the materials needed at the start of the lesson, saving time during the lesson to have to pass down the various materials needed.

Mr Chua was always at hand to give differentiated clues, not giving the answer, yet just enough to steer them in the right direction.

His use of whiteboard.fi was another e-tool i am excited to try out with my own students for real-time checking in of learning. Thank you for the experience!

The thinking behind the lesson design was very evident – the scaffolding provided ensured that students remained fully engaged throughout. Jeffrey was always present to offer differentiated prompts, never giving away the answers but guiding just enough to support their thinking.

Thank you for the inspiring session!