Strategy 1 (Clear Learning Targets)

1) Co-Creating learning targets with students when students are more confident in understanding what are learning targets.

2) Using of visual representation of learning targets in class and tick/cancel the learning targets when students have attained it. This give students a sense of motivation.

3) Consistency in application of learning targets at the beginning of each lessons has allowed students to have a clearer understanding of each lesson.

Strategy 2 (Use of Examples Models of Strong and Weak Work)

1) Students' work used in group activities/ pair work. This has allowed students in the application of skills taught by teachers.

1) For MTL, in the process of co-creating lesson targets, language barriers can lead to taking alot of time.

2) Using of weak work, some students might feel disheartened. Thus, teacher will need to reaffirm student's effort.

3) Teacher will have to set their criteria on what is strong and weak work as the definition of 'strong' and 'weak' is are subjective.

1) For the Teacher Leader's team to have a video recording of their own lessons for the various subjects by role-modelling the mentioned two strategies. This will allow other teachers to have a clearer understanding on how the two strategies can be implemented into lessons more effectively.

2) TLs can co-facilitate discussion in PLTs with Acad Heads and work in tandem to continue providing engaging and innovative teaching pedagogies.

1) Using visual representation and coming up with acronyms in learning targets.

2) Especially in open-ended sections such as Composition, Comprehension and Interactive Writing, the Strong and Weak example strategy has helped LP students to better understand what is expected in their answers.

1) During the weekly PLT session, teachers took turns to conduct sharing of their implementation of strategies.

2) Some teachers did conduct Ed Tech games in class as part of monitoring students' understanding of the skills that has been taught in class.

3) Through daily markings of students' work and chart students' improvement in the identifies areas.

Conversations at PLT. Teachers shared different techniques in assessing students' learning at the end of each class.

Strategy 1 (Clear Learning Targets)

Clear objectives shared at the start of the lesson with exit tickets at the end of lesson.

Encourage periodic student reflection through use of 'Self-checklist' at suitable juncture for each topic.

Strategy 2 (Use of Example Models)

Encourage peer assessment of each other's work during class discussion.

Time needed to co-create a lesson plan by level teachers beyond PLT session.

Teachers need to be very conscious of the comfort level of weaker students in allowing their work to be critique by their peers.

For open-ended questions:

To help low-progressing students, using the sequencer method (sequencing of pre-prepared sentences) is useful in helping them gain confidence in crafting their answers to open-ended answer.

To challenge high-progressing students, using the writer method where they would craft their answers with minimal scaffolding.

Once both groups completed their work, one member from each group would go to the other group to give feedback on their peers' answer. (i.e one member from 'Sequencer' group would go to the 'Writer' group and likewise from 'Writer' group to 'Sequencer' group.

During PLT and offline, teachers discussed on the learning targets and have conscientiously started their lessons by stating/verbalizing their learning targets. They have also used various methods, like using of thumbs to rate their learning, using fast-kits, to check their understanding of lessons based on the learning targets set in the beginning of the lessons.

Using the Newsletter done by the STs specifically for Math, we used it as talking point to discuss how we can and have been implementing Strategy 2 in class and what benefits have we seen. This also acts as an eye-opener for teachers that ongoing use of the strategy is important to deepen understanding of Math concepts and strengthen Math skills. Teachers have shared during PLT some examples they have picked out from the students' work and the students are comfortable with the use of their own work. Teachers get students to draw out the strong and weak areas from the examples and ways to rectify and points to take note and learn from them.

1) Use of concept cartoons to do AfL and AaL in Lower P classrooms

2) Use of strong/weak exemplars to help students understand marking rubrics and LOs

3) Use of rubrics and checklists to facilitate self/peer/teacher assessment

Through sharing during PLT sessions

We embarked on topical Learning Target with Self Reflection Checklist for all levels. The learning targets are watered down in terms of language and to more sub targets upon discussion with level teachers. At the end of Practice, students rate their understanding of learning targets by giving a score. On top of that, there is a question or two for students to attempt as an exit ticket. This serves to give teachers data or sensing of the students' understanding of the particular concept .

Strong and Weak Samples being used as points of discussions before moving on to the next sub topic or for purposeful corrections.

• Use them with Padlet for students to give their comments

• Use Reasoning and Comm Strategy called "What's Wrong"

• Use of pictures of students work (without name)

1)for learning target, language/ terms used have to be pegged to students' level. Some mathematical terms have to be used and have to be explained by the teachers.

2) have yet to co-create the learning targets with students. This may be time consuming also.

3) Some topics have many learning targets and the checklist can be quite lengthy.

4) from the checklist too, it could be quite laborious to be gathering data so as to plan the next few activities to address some of the concerned areas with different group of students.

We would like to continue exploring how we can effectively utilise AI to give feedback to students

We would also like to further develop teacher competencies in facilitating peer and self assessment in class

^{# When setting learning targets, teachers ensured that they have translated the lesson goals/objectives into the simple language that students can easily understand and also make sure learning targets are specific and measurable.}

^{# Teachers invited students to co-create the specific learning targets, and asked students to highlight success criteria.}

^{# Techers used interactive methods like exit tickets, peer teaching, and group discussions, Padlet reflection to reinforce learning targets.}

^{# During lesson & after lesson, teachers not only assess the students’ learning but also encouraged them to reflect and self-assess their own progress towards the learning targets.}

^{# Some teachers have utilized visual aids such as charts and graphics to help students understand and track their progress towards learning targets.}

^{# Strong works were showcased and peer evaluations on individual works were implemented}

^Challenges:

^{#  How to ensure that all teachers are setting and implementing effective learning targets after breaking down the big objective into customized ones.}

^{#  How to set learning targets that are appropriate for students with diverse abilities and needs.}

^{# How to keep students engaged with the learning targets throughout the lesson.}

^{# How to showcase/critique weak works without hurting the students' feelings?}

Write ups by the other teachers to share good practices.

• Digital Tools: Utilize online platforms or tools that allow for interactive feedback, annotations, or multimedia comments.

• Peer and Self-Assessment: Incorporate opportunities for peer feedback or self-assessment, which can complement instructor feedback.

Type out instead of using students' work

Build the culture of trust. Get students' permission for evidences of work. This will also build their resilience. Emphasize on growth mindset.