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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! :)

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.

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 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!

Throughout the session, Mdm Hajar demonstrated strong classroom management. She employed the “Strike 1-2-3” system to reinforce clear expectations while maintaining a positive learning environment. Her use of a concurrent video and countdown timer also helped scaffold the students’ thinking and encouraged effective time management during the task.

A particular highlight was her classroom presence and with-it-ness. She consistently moved around the classroom, checking in on students, keeping them alert and offered support where needed. Her calm and composed manner also created a focused and safe space for learning.

To aid students during the individual writing task, Mdm Hajar played soothing background music. This small but thoughtful touch gives rise to a calm atmosphere that is conducive for reflective thinking and deep focus.

At the end of the session, Mdm Hajar brought the class together to recap what they had learnt, giving students a moment to reflect on their takeaways. This simple but effective closure helped consolidate their learning. Thank you Mdm Hajar!

I appreciated the patience she showed throughout, especially in encouraging all students to stay engaged. The use of APT song as a hook at the start of the lesson, instantly caught my attention as well as the student's. The prompt that followed, “What is the co-relation of the song with what I am going to do today?”, was a great way to spark curiosity.

The use of sentence starters for similes and metaphors was a good scaffold, and I noticed how gently but firmly, she brought distracted students back into focus by picking them to respond. I especially liked how she placed students “on the spot” in a supportive way. It kept them accountable. Thank you once again for your lesson.

• Students were engaged and having fun learning the dance steps taught by Eric.

  He was performing the dance steps with them.

• Instructions given were clear even tho Eric has a sore throat that day.💪🏽

• He has good classroom management and the transitions between activities were done quite smoothly.

• Objective met. Students able to follow the beat to perform the steps and using the steps to prepare for a short performance for their classmates.

Maybe we can add these:

• Using pre-prepared Gif of the dance steps to place in padlet to allow students to have a visual resource to work with.

• Pre-select songs for students to choose from. This will cut-down timing for last activity and students will have more time to practice their dance.

I love his lesson. Not many Sec Sch teaches Dance as part of their PE syllabus. I’m glad in Westwood we do & Eric has shown us how interesting it can be for the students.

Thank you!!!

Firstly, she gave each group a bag of legos. They were first tasked to build a house. She then gave them a second curveball, the house must have stairs! Students worked in groups and collaborated. According to one student "if there is a will there is a way". This reflected students engaging in adaptive thinking. Students also had to show their houses and explain for their choices. Mdm Rakeezah skillfully elicited their responses by modifying her questions.

-What did you have to do?

-what makes it harder to change?

-what skills did you need?

These questions encouraged students to reflect on the decisions they made.

The lesson then continued with students reading a sample personal recount - "WRITE ABOUT A TIME WHEN YOU GO TLOST AND IT MADE YOU PANIC". Students engaged in a discussion to highlight strengths and AFG. In the AFG, students highlighted that "the plot doesn't hit" indicating their awareness of how the plot needs to thicken so that the story will be more exciting.

To general a more novel plot, Mdm Rakeezah prepared samples of scenarios and each group was randomly assigned 1 scenario. For example, the protagonist saw a small animal escaped. Groups discussed on what this small animal could be, how the feeling of panic can be demonstrated.

The activities designed are thoughtful as it gave space for students to consider the constraints and brainstorm on possible consequences to make their story more exciting. This is helpful especially when students lack imagination.

Thank you Mdm Rakeezah!

For their Situational task, some almost immediately got onto the action. Some drafted their sequence on their worksheet before testing out their moves. Heartening to see them all engaged in the activity.

They were provided with a set of rubrics , which 1 partner will use to prompt the other.

Before they were allowed to put, Charles brought out the real puts so students can appreciate the weight, and the importance of the safety procedures.

He then went through the putting action with the students.

To build familiarity, students were issued modified equipment, to avoid injury and to learn the motion of the put.

Once Charles ascertained they were doing the right action, they were brought to another practice area.

Students were issued a marker dot. They were signaled to put the first normally. Place the market where the put first landed. The signal to collect was then given. After that they put a second time using a knee bend technique. Most were able to confirm a further put using the new technique.

It's a pleasure to see the expression of students who had improved.

The lesson is thus a successful introduction to the field event of Shot Put.

His students were able to follow the instruction given and perform the activities well.

I like that he uses different type of ball for DI. This help

Suggestion:

• Using of ScMobile to help in marking attendance vs Paper marking. This will help to increase activities time.

Thank you for having me at your lesson!

She then introduced game play for students, which made the lesson more engaging and exciting for students. The board game not only had a competitive element but there were also fun activities like marching for the students to participate in.

A key takeaway for me is the powerful impact that games and movement can have in enhancing student engagement. Incorporating physical activity and interactive play into lessons not only captures students' attention but also supports deeper learning through active participation.

Thank u Jovin for opening your classroom!:)

The topics on Mechanism (Gears) is a good match, whereby the students in groups collaboratively build different combinations of gears and through a series of questions in rhe worksheet, explores how the different builds of gears impacts the changes in direction, speed and force. The tactile manipulation of the lego gear builds enable students to play and learn at their own pace as well.

Mr Terrance also closed the session with a consolidation of subject specific terms that are important in the study of gears mechanism.

Thank you for opening your classroom!

John had prepared a sample tent as model, and set up the ISH into 8 grids.

He had also prepared cue cards for each group.

Students were informed to bring 1 PLD per group.

Lesson Brief:

John gave a good, clear introduction to the topic on building shelters, and specifically Dome tents.

He reviewed with the class the previous lesson, and what makes a good campsite.

Students were able to verbalise the key points.

He then gave the class the scenerio , shared stories of past incidences and personal experience, and where the wind is coming from. They were reminded to set their tent door towards the wind direction.

Lesson practical:

Each group collected their equipment and proceeded to their grid.

They were to set up their tents following the instructions in the cue cards. And to record their progress on PLD.

Learning points:

i. Materials eg cue cards provided a good visual aid on top of the verbal instructions.

Ii. Use of PLD as a recording device kept the kids on task and provides a form of review after.

Iii. Use of personal stories is very powerful, students were listening intently.

This is a good lesson with a step by step progression. Students were engaged in the learning.

Students were engaged as they are able to relate and understand on how a 3-D figure looks physically as well as in a google sketch up. This helps to clarify the doubt on the parallel lines.

Students were exposed to net diagram very nicely. He showed how a globe (3-D) transformed to a map(2-D) for easy reading. So he also used that to explain about the net diagram of cuboid.

Caleb made a number of connections on everyday products to the 3D Figures that are exposed in Math. This allows the students to see the connections to what they have and learning.

Last activity, it was great to see the students build their own cubes or cuboid. This allows students to experience on how a net diagram (2- D) can be converted to the 3D Figure.

Overall, I enjoyed the lesson as well brought me back to my time teaching DNT and infusing the knowledge to my Math lessons.