——对于新题型 “实用文” 一定要加强训练

——加强写作审题练习

——写作前要有知识储备

——预习及复习

低年级

——阅读跟进，积累词汇

—— 培养小组协作学习的习惯

exam paper: to have a team to vet instead of only ST or HOD.

• Use of AI

• Blended Learning (Quizizz, SLS)

• Differentiated Instruction

• Reading Programme

• Other T&L strategies

• Sec 2 & 4 Oral Exam were conducted in T2.

• Sec 2 - Online submission for reading + videos for preparation

• Sec 4 - Unseen (Use previous year O/N level materials)

Any thoughts?

Proposed plan for 2025

Sec 4 (T2)

Sec 2 & 3 (T3)

Sec 1 (T4)

Any thoughts?

• CNY

• Hari Raya (vendor-run)

• Expectations for upcoming Deepavali celebration?

CPES/CPEF Sec 2 Theatre Performance Exposure

(Consider specific examples from your own teaching experience or observations to illustrate your understanding of differentiated instruction.)

2. How is your DI journey so far?

(Share the frequency of adopting DI in your classroom and its

impact on student engagement and learning outcomes.)

3. What are challenges you face in adopting DI in your classroom?

(Share the constraints and difficulties you face, or areas for growth in carrying out differentiated instruction in the classroom.)

DI is something that i think helps students greatly in a different way

How is my DI journey so far?

Using DI is great for students, but it is time consuming as teachers need time and alot of planning.

What are the challenges faced?

Like mentioned above, it requires alot of planning which leads to more time consumtion

An intentional effort to encourage collaborative learning. For eg,

• to consider students' different abilities when grouping them for project work.

• DI for some classwork, ie allow more help for LPL (maybe refer to tb or smt)

2. How is your DI journey so far?

• refer to Q1

3. What are challenges you face in adopting DI in your classroom?

• sometimes it's not as straightforward as it is for teachers to differentiate students' abilities, esp for a new class. we need more time to understand our students.

1 different approaches according to the different abilities of the students.

2 Group discuss. The HPL students helping LPL. LPS students learn relatively easier contents.

3 There are some students with very poor foundation who lack interest in learning. In addition, it is not enough time to use DI in class time.

1. Students developed their Research and Content Creation skill using PEEL method.

2. Collaboration and Engagement – ​​This project gives more collaborative environment as students could focus on discussing and developing ideas together.

Challenges

1.Language Usage- Performance of ChatGPT in Tamil is not good.

2.Translation Delays - Initially the students posted their questions in English and then translated them into Tamil, the project completion time increased. Moreover, the detailed step-by-step guidance provided, but they needed teacher assistance to complete the process.

Concerns and Proposal

1.Simplify the guidance for the project to make instructions more straightforward.

2.Teachers must know how to handle the project platform and the purpose of the project. This is helpful to guide the student into their project.

3.Consider different AI platform that better suitable for our needs. Its aims to minimize the spent on teachers time and students to complete their projects independently.

2. Sec 2 is fine, but Sec 4 would be on Friday means will finish the exam before 6 pm.

   
   

3. Proposed plan for 2025

   Sec 4 oral split into two days, (prepare two oral packages for day 1 and day 2) or conducted in the MTL intensive program in the first week. (Like,Mock exam P1, P2, P3 (LC & Oral)

   
   

Currently, teachers only conduct practices near the oral exam.

We should consider integrating 1 oral practice per term into our SOW. It can be 1 question per practice (e.g. the PEEL question)

Kian Wee

May i suggest for the HTL students to sit in another class while the students take exams? To prevent distractions for students during exams in the future.

DI Journey: Not as smooth for conducting classroom teaching. But it's not impossible to carry it out because I am still learning DI for my classroom teaching.

DI challenges: Require many time to prepare lessons to cater for different groups of students's academic achievement. (HA / MA / LA).

A very good move to use Chat GPT and AI to sharpen students' oracy skills. Students look forward to learning new technological tools to enhance their learning in a more new enriching ways.

Sec 2 & Sec 4 oral:

A good distribution of assessment conducted in Term 2. So, less stress to conduct oral for other levels in Semester 2.

Well done organizing committee. Good job!

But can be improved to include other interesting line up of programmes over the years.

2.       My DI journey comes in mixed forms, different questioning techniques for students of various abilities, group work or worksheets using DI strategies. DI is well received. But we have to be careful not be too obvious so that we will not demotivate students in the attempt to provide the support.

3.       DI worksheets require effort. When all hands are in, we can then have more worksheet resources on DI.

If possible teachers are allowed to observe other departments Lesson. Example,CL teacher can go to ML lesson TL teacher can go to CL or ML lesson. It will help to learn different teaching styles.

Teachers PD development

Each department can share one effective lesson in the department meeting time. ( Termly once we take turns )

Students tend to use Chatgpt to generate their compo instead of using it as a tool to help them.

Compo writing should be done in class. Perhaps can be done similar to WA to give students topic to prepare on.

2. It's useful to understand the different learners' ability to pair them or group them to help the weaker ones learn. Something I will need to do more consciously is to stretch the stronger ones.

3. DI is rather time consuming and needs to be intentionally and constantly practised for it to be perfect to cater to all learners.

1. Structure (Are we sticking to this structure? Areas to improve)

- Sec 1: Vendor Run activities

- Sec 2: Cultural Theatrical Performance

- Sec 3: Vendor-run + Cross Cultural Sharing

- Sec 4: DJ activity

2. Theme

* Sec 1: Traditional Games

* Sec 3: Wedding

3. Date

* Sec 1 & 3: Post-exam activities

* Sec 2: By Term 2

* Sec 4: MT Intensive

I personally enjoyed the performance every much. For students, some do and some do not. Nevertheless, the exposure to theatre experience was quite an eye opener to all students.

Festive celebration

Students performance was very well done, lots of effort and time spent to rehearse and practise. Deepavali vendor run was quite good. Students were engaged and I have learnt quite a lot of new knowledge about Deepavali too.

To spread the stress, the above plan is proposed.

Please share any thoughts below.

https://assessmentforall.com/the-feedback-pedagogy-cycle/

Please share any concerns or hopes you have.

Please share any concerns.

• 2 levels before EOY (e.g. T4W1, W2)

• 1 level on the last few days of EOY (e.g. on EOY LC day, plus 1 more full day just for oral)

Pros:

• We can avoid eating into Term 3

• Having 1 more level (3 days of oral) is tiring.

Cons:

• EOY will have 1 more day. This will mean 1 less day for T4 before EOY.

Option 2

• 3 levels before EOY (e.g. T3W9, T4W1, W2）

Pros & cons are the reverse of option 1.

T3 (before W5) for S1

T2 (before W5) for S2 & S3

G1 assessment

- P1 (10m) and P2 tested together, 40 minutes

- S1-S3 P2 (15m) 9m language, 6m compre

- S1-S3 P2 compre passages can come from tb/wb

- S4 WA1 to have:

- P1 (10marks, 30mins) +

- P2 language (5m), comprehension (poster 3Q6m, passage 2Q4m)

- All Reading WA to be conducted during W5 lessons (subj teacher to be the examiner, get another teacher to help as examiner if needed)

S4 NT & CLB Oral exam to be conducted after school (remedial slot), while the other streams are doing composition WA.

Target Audience 3 (Mdm Chen)

EDIT - "who has interest in visiting religious sites of different religions:

T2W1 P2 submission to 1st vetter

T2W3 P1&LC submission to 1st vetter

Edit:

- Sec 1 to 3 Paper 1 submission

- Sec 1 to 4 LC submission to 1st vetter (2 weeks also)

- 3G3 mass vetting for all CL teachers, to do during T2 Jun Hol W1.

• remind setters to set during T1 hol break

Need 1.5 day

1G3 2G3 - use N level narrative passages

Actual Day - 2 Video to alternate, randomise passage to test (print out the passage, only video in slides)

Makeup Day - 1 Video, another passage

For oral exam, if the passage is unseen, give full 10mins silent prep. If it's seen, give 7mins silent prep (no need prep time for passage)

Manpower - to have all MTL teachers around to conduct/bring students around the booths

2026 cross-cultural sharing - hold it in the hall. (must specify in the planning doc so teacher ic of post eoy grow week can deconflict venues)

•2 questions: What do you want to know more about?

•1 metaphor or simile: What can you compare learning to?

•2 questions: What do you still want to know more about?

•1 metaphor or simile: With your new understanding, what can you compare learning to?

3 thoughts:

• Motivation for learning

• Purpose of learning

• Principles of learning

2 qns:

• How can we spark interest in learning?

• How can learning be made effective?

  
  

1 metaphor:

Learning is a seed that grows with curiosity and effort.

2 - How different people learn differently? What are some effective learning/teaching method?

1 - Learning is like playing a game, you want to always level-up to be better.

2) AI assist learning

3) platform for further learning more scientifically

1) Is it possible to do flipped lesson using AI?

2) Can we ask student to prove that their work is not AI fully assisted?

1) learning is just eating food daily but with varied meal!

1. need sufficient sleep for neural connections to strengthen + stabilise (what was taught during the day is consolidated during rest)

2. building neural structures takes time; spaced repetition matters. learning works best when direct instruction is followed by active learning over time

3. procedural knowledge is often harder and more subjective because it is practice-based. stronger learners tend to attempt and persist through practice; students on the spectrum are often stronger in procedural learning, especially with structure and repetition

2 questions:

1. since drilling has value in building skills, is there a theory or framework on how drills should be designed and implemented? e.g. how much repetition, how often, and in what form (read, write, recall, apply)?

2. aside from addressing procrastination, where does motivation fit within the science of learning?

1 metaphor:

1. learning procedural knowledge is like a bird building a nest. there is no fixed/ textbook method. over time, the bird improves by observing, adapting and learning from the environment: choosing different materials, building higher or stronger when needed. similarly, active learning cannot be opted out of in class; knowledge must be applied for learning to truly take place

1) The brain cells create sets of links (memory sets) when we learn something. Students should be given more time to think through about something during lesson because whatever ideas or opinions derived through thinking means learning has taken process.

2) Through the brain, thinking that occurs from connections of various ideas will strengthen with practice (brainstorming sessions) thus enhance learning.

3) Checklists of the most powerful technique to learn efficiently include reread, highlight or underline, recall (retrieval practice) and concept map creations.

2 questions:

1) I wish to know the further the co-relation of sleep and learning, to translate or explain 'before learning and before sleep' and 'after learning and after sleep', what impact has learning to do with sleep?

2) I also wish to know how accurate the brain works like declarative and procedural as far as long term memory of learning is concern?

1 metaphor:

Practice makes perfect. In learning, drill is important. Drill is not to kill but to skill the learner! So in learning something, we have to practice regularly by the hour, time, day, week and month. There is no short cut for effective learning.

1.      Learning is not just listening to contents; it’s about how the brain works to help one retains information through strategies like retrieval practice.

2.      Sleep is important to increase one grasp information.

3.      Mixture of lecture & active learning (inc. varied practice & interlocking) accelerates retention.

2 questions:

1.      How does emotions and motivation affect effective learning when the science of learning is adhered to?

2.      How can we tailor learning effectively to fit diverse learners who struggle with mental health issues.

1 metaphor:

·       Learning is like muscle-building. It takes theory (understanding the anatomy of body) and actions as well as listening to our body’s needs to strengthen.

1. Some students struggle with declarative learning. In these cases, procedural learning activities can be more effective for them.

2. Online learning and self-directed learning can be just as effective as face-to-face learning, when they are well designed and used purposefully.

3. Resting is crucial, not only in terms of students’ sleep. Giving students mental breaks during lessons is also important, so their brains have time to relax and make connections.

2 questions:

1. With so much content to cover, how can we ensure that students have enough opportunities for retrieval practice?

2. How can we engage students, especially when dealing with topics that are relatively dry?

1 metaphor:

1. Learning is like losing weight — consistency matters more than intensity.
   

   
   

1. Learning is a trainable skill, not a fixed talent.

2. Deep focus and deliberate breaks work together.

3. Consistency beats motivation.
   

2 Questions

1. How can these learning strategies be adapted for younger students who may struggle with self-discipline and long-term planning?

2. In an age of constant digital distractions, what is the most realistic way to protect deep focus without completely disconnecting from technology?

1 Metaphor

Learning is like building a bridge plank by plank—each study session may seem small, but together they allow you to cross distances you once thought impossible.