2. In what ways can ChatGPT assist teachers in lesson design, assessment for learning and administrative matters?

3. What resonates with you most after reading the guideline?

2. ChatGPT may produce answers that may be factually wrong --> teachers need to be wary and fact-check the responses carefully.

3. ChatGPT may give inappropriate or biased responses --> (same as above) teachers need to do their due diligence to check the responses and use them appropriately.

I will also focus on teaching students how to paragraph and develop one idea more.

I would also like to focus more on the story mountain. This will help students to plan more cohesive stories.

I will also be using the ARRE strategy for stimulus-based conversation.

I think I use WALT statements for my lessons but I need to work on incorporating the WILF statements. (eg of success critieria

could be writing checklist)

Break down WALT statements into steps

WALT statements need not be at the start of the lesson (can let students deduce the statement)

AFG: I would like to try out WILF (What I am looking for) linking it to success criteria. From my experience, I need more practise to help students check whether they have achieved the success criteria.

WILF - allows the students to understand the expectation of the lessons.

I will have to include WILF in future lessons as it provides a sense of clarity and transparency instead of jumping right into the "what" or "how"

• To be consistent in writing WALT/WILF statements in the classroom - so that students know what they are going to learn and be able to link back what they have learnt at the end of the day

I would also like to focus on their writing - developing their content using the story mountain strategy.

Now, I know I can break them up using WILF so that students will be able to follow through the expectations and they are able to self-assess their work and identify areas of improvement.

WILF:

• I can list down some phrases about time

• I can use a phrase about time to start a sentence

• I can use a comma after the phrase

• I can continue the sentence with a subject and a verb

• I can end the sentence with appropriate punctuation

1) use uncountable and collective nouns

WILF - What I am looking for:

• give correct examples of collective nouns

• use collective nouns in sentences correctly

• I can use the quantifier "many" for countable nouns and "much" for uncountable nouns

• students can sort the countable and uncountable nouns into two different columns

WALT : use similes to make our writing more interesting.

WILF:

1. I can write similes using "as ... as" and "like"

2. I can use similes for effect (eg He was as poor as a pauper --> to show that the person has no money)

1. use the correct verb for countable and uncountable noun phrases.

change to

1. Identify countable noun phrases

2. Identify uncountable noun phrases

3. Use the correct verb for the countable/ uncountable nouns.

WILF:

1. I can identity if the noun is countable or uncountable.

2. My verb agrees with the countable or uncountable noun phrase.

They also shared worksheets that had the success criteria printed and grouped together with the questions.

I like how the success criteria acts a checklist to check students' understanding at the end of the lesson.

This metaphor helps me understand what success criteria is for the students. The students need to know their destination in order to be successful in their learning. It also has made me realise that prior to using success criteria, they might have thought the worksheet is the end result.

Clarity from the teacher can help to enhance the confidence in the students' abilities by providing clear guidance and feedback. It also helps to improve the students academic aspects as they understand what is expected of them and how to meet those expectations because of the clear communication. There will also be less confusion in class.

This resonates with me because many students are clueless to what they are learning and are not motivated. However, if they are clear on what they need to achieve, there is something they can work towards. This will them them monitor their learning better.

I think that this sentence resonates with me the most because putting myself in my students' shoes, knowing what I will be learning for the lesson and what are the things I must be able to do at the end of lesson would make learning more focused and I would not feel lost at the end of the day. I am also able to check whether or not I have fulfilled the success criteria and need my teacher's help in achieving the specified outcomes.

Some strategies i associate with all students responds system include - No hands up and mini whiteboard, ict tools like quizziz, SLS

Calling a random person can be a way to gauge readiness to move on to the next lesson rather than calling a volunteer. In this way, not all students need to respond but we still achieve our goals

Question: how do you stop students from changing answers - Ask them probing questions to understand

-allow them to edit answer esp for open response questions

Be prepared to share about the enhancement with your TTT members

• How is the enhancement carried out in class?

• How can it be used in the T&L of our subject?

All students responds system can be used in FTGP lessons.

There are many kinds facilitation eg. to facilitate learning content (subject content) / facilitate experiential learning (via), process facilitation (project work - rephrasing what students say, clarify what they mean, giving wait time, summarising their point)

Eg. ABCD corners, Blooket

Puzzle:

1. What questions do you have about CCE facilitation?

How to ask the right questions to guide students to empathise with characters and their dilemmas

How to steer their conversation towards the right objective (students can go off topic quite frequently)

2. What would be interesting to investigate and learn more about?

how to use CSI in FTGP lessons or subject area

Explore: How can we explore these puzzles?

Refer to CCE TLG.

Line continuum

• Indicate your choice with a brief explanation on how it will be used with reference to the FTGP content

Students are required to share how they spend their time online. Using a line continuum, teacher wil be able to see how students respond.

It is a quick way to get all students to show if they have achieved lesson objective

It can be anonymous to help students feel safe to share responses

Teacher can assess who needs more help

W: State briefly in your TTT’s ICT platform ANY QUESTIONS YOU HAVE about EXIT TICKETS.

How do we know who needs help if anonymous?

Why can't we use their assignment as an exit ticket?

One which allows you to assess deep learning

Find areas to bridge the gaps

Quick

Give a sentence and ask students to idenitfy verb phrases.

Exit ticket (deep):

In your own words, what are verb phrases? When do you use helping verbs such as can/will/may?

students were able to identify the key points about what makes the plants unusual after reading the text

What could have been better:

students needed help in crafting the questions that they have about the text

what would I do differently the next time?

come out with a list of questions for the students to check against?

I could have asked them to add questions they might want to ask and doubts they might want to clarify.

What could have I have done better?

Not possible to listen to everyone.

What can be done differently: use ICT to key in the exit ticket responses.