T - I like your practice of

a) not erasing key points / concepts from whiteboard during the lesson. Keep it till end of lesson for students to refer.

b) using different coloured markers for mind map. More impactful (visual effect).

A -

(i) Debate between 2 students for True / False / NPTT questions.

In an unbanded class, how do we ensure that the entire class is following the argument that the 2 or more students are debating?

(ii) Self-Checklist for students to check their answers.

Do you have different checklists for different topics - Who come up with the checklist? Teacher or students?

And also, how u have graded each school worksheet to monitor their learning.

AL's Reply: Thank you.

A: Why did u use playdoh instead of fraction discs?

AL's Reply: Based on my understanding of these kids, the playdough will engage them more than the fraction discs. They are so excited that everyone went to buy the Playdough over the weekend and we had the lesson on Monday. The playdough piqued their interest and it enabled me to clear a fair bit of their misconceptions on Fractions. Engagement facilitates learning.

G: (1) 5/8 of 32 & (2) 1/3 of 27. Not sure if u have sequenced the questions as such. Suggest to swop the order cos 1/3 of 27 will be easier.

AL's Reply: Each pair has a stronger and weaker learner. They are supposed to take turns to demonstrate their understanding with the linking cubes. I deliberately sequenced the questions (More difficult question as Q1, easier one as Q2) as such and see if the weaker learner explains the easier question.

Comparing 1/3 & 2/3 task: instead of reteaching, this can be used as Math Journal task where students explain why it is wrong. AL's Reply: Thank you for the suggestion.

a) I like the idea of a debate. It gets the students to be critical in their thinking.

b) I like the self-reflection worksheet for the different topics and WA. It gives them a summary / checkpoint of their learning.

A- How was the engagement level like for the rest of the class? How did you choose the students? (Sorry I wasn't there for your sharing)

A - How do you ensure / check that parents actually glance through their children's files when you send them back for signatures?

I like how you consolidate or recap with mindmaps. This works for visual learners as well. The use of extrinsic reward serves as a motivation for students, especially practical use of school bookshop vouchers.

A:

How much guidance do you give for the mindmap? Do you do for your P5 FMA as well? Interested to see I am a Thinker Book. Do you also use mindmap for the responses?

G:

Might want to consider getting students to capture their learning after the learning experiences. Monitoring their emotions and feelings are part of metacognition too.

Great that you have increased the level of difficulty to redeem an award, would you consider any other method?

T - Thanks for highlighting to us that Canva has ready teahcing slides on Decimals.

A - The teaching slides are very colourful and visually appealing. On a practical side, do these visual aids enhance the students' understanding of the concepts? If so, I am all ready to adapt and use them :)

G - Great that you make the connection between decimals & daily applications. Perhaps the you could share the worksheets with the level teachers by sending to P4 Chat chat or save in Sharing Folder? Thank you!

A - Do you also ask them to staple their notes in the Journals? As I see that you have many mini-sized resources printed.

G - Good to also check through the phrasing as some of the canva phrasing might not be familiar to our SG students.

A - Are the students weaker in math able to spot the mistakes?

G - You could consider differentiating the spotting mistake activity for the P4s. leaving it more open for the HP kids.

A - Do the students keep those mini activities in their journal?

A - Are there kids who cannot spot the error? How do you help them?

G - Perhaps for the kids who are stronger, you may not need to give them the grid to guide them to spot the error.