AOL- a check on students' understanding of topics taught

Farah

Assessment of learning seems more like your summative assessments at the end of the year.

• SK

This helps me to better design my approach or even have multiple varying approaches to address each of them.

Immediate feedback given to students

Teachers can either provide feedback for students to close their learning gaps, or use the feedback and data to guide the next step for T&L to address these learning gaps

AFL is being done throughout the entire teaching and learning process.

AOL is assessment for the purpose of testing the students' level of mastery, to check whether they have reached certain levels of mastery, possibly to decide their progression to the next stage of education.

Learning intention: Wanted the students to be able to be more expressive in composition writing via the use of phrases that they can relate to.

Success criteria: Students are able to use the phrases but when it comes to sentence construction, they still struggled in terms of grammar.

Lesson on the introduction of decimals ..asking students to find exampls of decimals being used

LI _ to show decimals used in different contexts

To gain a clear understanding of the different dollars and cents in Singapore. (5 cents / 10 cents / 20 cents / 50 cents + $1 / $2 / $5 / $10 / $50)

Success Criteria:

Student able to clearly state the amount shown and use the correct unit. Student to also be able to distinguish between Singapore currency and other currencies.

Students to be able to show their understanding of what nature is through the pictures they take and view the examples by their peers.

SC: Students are able to answer the Compre OE using the specific technique taught in class.

SC:

1) Students are able to explain why a particular piece of reading received the marks it did according to the rubric.

2) Students are able to analyze their own reading performance or that of their peers by referring to the rubric. They should be able to identify areas where they excelled and areas that need improvement.

SC: Students can include a trigger event in their introductory paragraph.

SC: Students to be able to apply the vocab words taught in this Unit.

SC: Able to achieve 1.6m

SC: Students will be able to identify specific parts of the content in the writing that are not appropriate to the theme due to the word choice used to describe the character’s emotions.

1) I can contribute to discussions with my partner to brainstorm story ideas using the planning template.

2) I can provide respectful and constructive feedback on another pair's story planning template.

Success Criteria: Select the right music project and access “Smart Guitar”.  

Mdm sim

Learning Objectives:

C3.1: Multiplication tables of 3 & 4

C3.2: Use of ➗

C3.3: Relationship between multiplication and division

_{C3.4: Multiplying and dividing within the multiplication tables}

_{C3.5: Mental calculation involving multiplication and division within the multiplication tables of 2, 3, 4, 5 and 10}

_{Success Criteria:}

• _{[Skills]I CAN apply multiplication and division of 2, 3, 4, 5 & 10 to solve mathematical questions.}

• _{[Process]I CAN communicate mathematical reasoning logically.}

• _{[Concept] I CAN understand the relationship between multiplication and division.}

Students should be able to explain with reason and evidence why they have answered their comprehension question in a certain manner.

What am I Looking For?

1.Sprint on toes

2.High Knees

3.L shape arms

4.Head forward

Compare it the success criteria and look for areas for improvement.

Have a set of drills for each success criteria that students can work on to improve.

1) make connections between the information and ideas in the text

2) use contextual clues to make inferences and draw conclusion

SC: I can

1. make connections and draw conclusions based on contextual clues

2. use evidence from the text to justify my conclusions

SC: Able to identify key information.

Fill in the model with the correct numbers.

Evidence of students learning:

To be conducted during FGL today.

• Students will learn the basics of charcoal drawing, including techniques for shading, blending, and creating texture.

Success Criteria:

• Students can demonstrate at least three different shading techniques using charcoal.

• Students can create a charcoal drawing that shows an understanding of light and shadow.

• Students can use blending tools to create smooth transitions in their artwork.

Students are supposed to explain the property of light using the SPARKLE Kit.

Lesson Intentions:

We are learning:

• To compose rhythmic ostinati.

• To perform rhythmic ostinati with percussion instruments.

Success Criteria:

We are able to:

• Know that rhythmic ostinati is repeated throughout the song.

• Compose the rhythmic ostinati consisting of dotted crotchet, quaver and quaver rest in 4/4 time.

• Perform rhythmic ostinati at a steady tempo to accompany the song.

• Play percussion instruments with appropriate techniques.

Students will learn to ...

1. play all 4 Singaporean folk songs on the ukulele

2. sing all 4 Singaporean folk songs

3. perform 1 out of 4 songs as a group ensemble

Success Criteria:

By the end of the lesson, students are able to ...

1a. Identify all 4 chord fingerings on the ukulele using their left hand

1b. Strum the ukulele at a constant tempo using their right hand

2a. Sing the lyrics of all 4 Singaporean folk songs

2b. Sing the melody of all 4 Singaporean folk songs

3a. Play and sing 1 song

Success Criteria:

1. Mount a medium-height apparatus

2. Dismount the apparatus by jumping off

3. Perform a controlled landing using the motorcycle pose

Pupils are able to write a paragraph base on a picture stimulus.

SC

Pupils can describe the

1. dilemma faced by the character

2. choices and decision made by the character

3. moral reasoning on the decision

4. impact of the decision