Constructivist Principles by Ow Yeong Wai Mang

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elizabeth_owyeong — 2020-07-30 00:07:49 UTC

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elizabeth_owyeong — 2020-07-30 00:12:32 UTC

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elizabeth_owyeong — 2020-07-30 00:12:38 UTC

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elizabeth_owyeong — 2020-07-30 00:16:17 UTC

Group 5

2020-08-16 03:22:41 UTC

Allowing student to learn best when they gain knowledge through exploration and active learning through the use of hands-on materials instead of textbooks that will encourage students to think and explain their reasoning better than getting them to memorize or recite the facts they read from textbook. To get them to make connections and grasp the concept of the subjects through the information they gathered after doing the hands-on activity.
Example:
Inquiry-Based Learning where learners pose their own questions and seek answers to their questions via research and direct observation. They present their supporting evidence to answer the questions. They draw connections between their pre-existing knowledge and the knowledge they’ve acquired through the activity. Finally, they draw conclusions, highlight remaining gaps in knowledge and develop plans for future investigations.

Group 5

2020-08-16 03:23:19 UTC

To assess students by having them to do a pre-test/assessment prior to teaching them a topic. Evaluate their understanding on the pre-requisites that are required for the topic to be taught. Structure classroom learning by re-visiting their prior knowledge.

Group 5

2020-08-16 03:24:25 UTC

A cluster of related pieces of information, knowledge or memory that are stored in mind. Also called as cognitive framework, a system used to categorize and organizing information and memory. Think of it as a pc with folders to store the different types of information in the different folder.

Group 5

2020-08-16 03:24:56 UTC

“All squares are rectangles but not all rectangles are squares” Student may have had a prior knowledge about the properties of squares and rectangles. Introducing them to a phrase as such may put them in a disequilibrium because now, they would have to try to fit a square into their schema of a rectangle.

Group 5

2020-08-16 03:25:34 UTC

In order for the transition to formal operational thinking, it is important to be provided with concrete experiences first, allowing one to establish a link between concrete representations and abstract concepts or ideas.
Example- A Teacher creates an experience of plucking apples from a tree to teach the concepts of “take away” and “lesser” in subtraction.

Group 5

2020-08-16 03:26:16 UTC

Social experiences and interactions allow one to test his/her scheme against those of others. When the schemes match, equilibrium is maintained. When they don’t, equilibrium is disrupted and hence, people are motivated to change their mindset, allowing their development to advance. Further, open discussions during social interactions help each other understand certain concepts or ideas better, giving others insights into their own thinking.
Example- Students are encouraged to share their point of view about a character’s personality from a movie they have watched.

Group 5

2020-08-16 03:26:46 UTC

This can be illustrated in an example whereby a young child was given a puzzle to do for the first time. She will need help by a more knowledgeable other (MKO). As she needs a higher level thinking skill to do a more challenging activities, it is beyond her zone of proximal development (ZPD). ZPD is defined as an area whereby the child can be successful under an adult guidance or MKO. This is an example of social interaction involving collaborative dialogue which promotes cognitive development. A child needs scaffolding in order to be successful.

Group 5

2020-08-16 03:27:21 UTC

In order to construct knowledge and understanding, we can develop open ended activities through building learning centre for the child to have an authentic and real life experience. For example, if the teacher is teaching about money concept to the students, she can have an activity outside the classroom to help the students understand the concept better. The teacher can bring the students to the school bookshop and get them to solve simple concept on ‘money change’ by allowing the students to buy some stationeries using play money. This can be done with earlier planning from the teacher and the bookshop owner. This activity promotes collaborative learning and also allows the student to be independent in future.

Group 5

2020-08-16 03:28:00 UTC

The language we use influences learning. On the practical level, researchers have noted that people talk to themselves as they learn. On a more general level, there is a collection of arguments, presented most forcefully by Vigotsky, that language and learning are intertwined. The desire to have material and programs in their own language was an important request by many members of various Native American communities.
In solving mathematics problem sum, students who are weak in language will not be able to comprehend questions completely and hence cannot explain and answer it. That does not mean that the student is not competent in mathematics. In general, China scholars who enter into our mainstream secondary school do not perform that well during the first three months because of the language issue (from the second language became the first language). After six months, the result improved because of the improvement of language.

Group 5

2020-08-16 03:28:46 UTC

Reflection is a way of thinking about learning and helping an individual student to understand what, how, and why they learn. It is about developing the base capacity to make judgments and evaluating where learning might take you. When students think deeply and reflect on their knowledge, retention is higher, and students can build more reliable connections across different areas. Reflection takes time.

While teaching physics, it is very tough to convict students that mass does not influence the velocity of the falling object. They will realize it is right after they reflect on the kinetic equation (v=u+at). If need to, the teacher might need to help in the reflection process that can be time-consuming

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 00:15:52 UTC

When one of my students (ASD) hurt their friends on occasions where they are not able to get what they wanted or dislike what their friend is doing, I gave them a time-out. During the time-out session, I placed them at a corner of the class where I am still able to see them clearly yet a distance away from their friends. At this corner, their privileges are taken away (loss of turn when choosing songs/videos OR duration of break time/choice time is decreased). When they are in the Time-Out corner, with the loss of privilege, they are given the time to realise their actions and reflect on their behaviour. After they have cooled down and their friends are engaged in an independent activity, I would talk to them and retract back to their actions and behaviour they have portrayed before, and what and why it is inappropriate to do so. I feel that even though children with Autism may not be able to voice their emotions, they are able to pick up signals on behaviours that should or should not be done. This helps them to reflect on their actions and minimise the same behaviour from recurring.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 00:32:00 UTC

In one of the self-help lessons in class, we were doing a lesson on toothbrushing. To show a clearer view of how to brush teeth correctly, we brought in a big teeth model which jaws can be opened to show the back part of the teeth. Using the scale model, we are able to show the students how to brush their teeth correctly both in front of the teeth and at the back of the teeth. Afterwards, we incorporate these brushing skills to their own teeth. The students take their own toothbrushes and toothpastes and brushed them according to the methods that have been taught. This provides them with a clearer and more visual learning through experience.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 00:39:15 UTC

Through the use of Individualised Education Plan (IEP) and differentiated lesson plans, teachers take into consideration of each students' capabilities so that the activities and content is developmentally appropriate for the students. Additionally, task analysis and checklists are also often used to assess students' progress and a reflection is done afterwards to ensure how teachers can stretch their students' strengths and which area of their students' weaknesses can be improved on.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 00:45:52 UTC

One of the students that I came across only knows how to draw basic shapes. During an art activity, the art teacher asked the class to draw a house and this student has difficulties doing so. The art teacher taught him to draw a house step-by-step using the basic shapes he know. A rectangle as the base of the house, two triangles as the roof at each ends then connected together by a line, square as windows, circle as an attic window, and a rectangle as a door. This helped the student to build on his prior knowledge that the basic shapes he knew can be intertwined to create a picture.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 00:53:51 UTC

During group work or think-pair-share, students are able to interact with each other and share about their own knowledge and understanding of the topic that they have learnt. On an instance when one of their friends felt that they might have missed out or misinterpreted a concept, their friends are able to fill in those gaps or points out the mistake and corrects them. In a way, through social interaction in groups or a pair, students are able to learn from each other as well as observing how well they grasp the concept taught.

Grp 6 (Sharon, Sim Sim, Syarif, Sulastri)

2020-08-18 01:58:13 UTC

Observation: Mentor taught a boy with dyslexia reading comprehension by first picking up those difficult words that she thinks he might struggle with and went through it with him.

She taught him how to pronounce the difficult words using phonics and explain to him the definition of the word and thereafter use it in a sentence within the context to show him an example. After going through, she gave him a reading tracker and get him to read by paragraphs slowly. (Developmentally appropriate)

Grp 6 (Sharon, Sim Sim, Syarif, Sulastri)

2020-08-18 02:01:40 UTC

Experience: Had a baking lesson to teach students how to work in groups (social skills), follow instructions step by step, baking and washing (functional skills) and teach them to be independent as it was a programme for at risk students.

Grp 6 (Sharon, Sim Sim, Syarif, Sulastri)

2020-08-18 02:03:16 UTC

Using Maths flash card on multiplication to practice factual fluency first (Prior Knowledge) before teaching division.

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:36:17 UTC

Create a student-centred learning environment where Teachers facilitate learning rather than providing tuition.

E.g. Facilitate group work activity rather than explaining the concept of the theory (Students do the teaching to peers). Show and explain concepts and encourage students to share their views.

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:36:49 UTC

Assess the child’s age and capabilities. Activities should be design based on their age and abilities to encourage scaffolding and development.

E.g. Simple task or activities such as motor skills activity for children in pre-school (gym sessions to encourage to complete simple physical task to improve development).

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:39:06 UTC

A schema is a cluster of related pieces in information, knowledge or memory stored in the mind i.e. “cognitive frameworks”. A system for category in and organising information and memory.

E.g. Keeping laundry into different compartments in a wardrobe (clothes on hangers, socks, undergarments, towels, bed linens in other separate box compartments.

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:41:37 UTC

Unpleasant state of disequilibrium when new information is introduced and fits in neither existing schemas.

E.g. A person with long hair, wearing a skirt are commonly portrayed or associated as female. A person with short hair and wearing pants, a male. Female Teachers with short hair is confused as being a male when a student was asked to identify as a male or female when given the example. (Personal experience with a junior student).

Group 2 (Lukman, Baoling, Lizda, Jon)

pathlightelexp — 2020-08-18 02:42:00 UTC

Illustration/ Example:
Learning Journey to a Nature Reserve to explore, learn, and link concepts of biology, conservation, natural geography and (if advance learners) human geography.

Guiding questions to help navigate the learning process: what to look out for, the impact of their knowledge, and how it applies to other disciplines. For example, how will knowledge in biology and natural geography impact conservation policies made by the government for these nature reserves?

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 02:43:01 UTC

Younger pupils learn best when there are Concrete-Pictorial-Abstract relationship.

Experiential Learning
- Using sensory to make learning meaningful e.g. teaching pupils about emotions using mirror and
touching their own lips and other facial features.

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:43:30 UTC

Emptying the same bag with equal amount of sweets onto a small plate vs onto a large plate.

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:44:37 UTC

Developing open-ended activities could involve bringing students out of the classroom context and engaging them in authentic settings (experiential learning).

E.g. Students can be out on a walk around the neighbourhood to discover more about the communities amenities. Learning can be further enhanced by encouraging students to engage in various activities within each amenity such as interacting with a librarian, reading and borrowing a book in the library or even buying food in a hawker centre. Open ended questions can be asked to make the experience more meaningful.

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 02:45:35 UTC

Teachers should empower students in their learning by allowing student to share their views in the classrooms. The use of scaffolding in class where the teacher prompts the students accordingly rather than telling the students the answer.

Small and large group discussions should be encouraged between peer-peer or teacher-peer. When dealing with students with difficulties in writing, the teacher could assist to scribe the student’s verbal responses.

E.g. Teachers could engage students and initiate a discussion on a certain topic such as traveling on a bus through various mediums before attempting the actual experience. Writing about the experience could be accompanied by photos taken during the experiential journey.

Group 3 (Amal, Farhana, Nazirah, Safarin, Zhi Yin)

2020-08-18 02:48:18 UTC

Time to reflect can be done in any forms of assessments to check for understanding. Information may be passively received but understanding be actively received. Using various methods of assessments such as;

E.g. Exit ticket, 3-2-1, pop quizzes.

Group 2 (Lukman, Jon, Bao Ling, Lizda)

2020-08-18 02:50:55 UTC

Social experiences and interactions will enable students to be confident, a better speaker, and more aware of his or her surroundings.

Group discussion on certain project where they discuss on what they have learnt and present it to the class and check for understanding after the presentation.

For example, a Geography lesson on tectonic plates. A group of 5 will discuss on 1 of the 7 tectonic plates, present, and will answer some questions posted by other students after the presentation.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 02:54:07 UTC

Conducts diagnostic tests to assess pupil's ability so that teachers can plan the appropriate intervention strategies that would benefit the pupil the most.

An appropriate strategy will allow pupils to be involved in the process, thereby allowing them to develop a sense of ownership, strengthen the teacher-pupils partnership, leading to a higher chance of success.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 02:54:17 UTC

With language, one is able to express oneself better as it is a form of communication. As we develop our language further, we are also able to simply meanings better. For example, a child is hungry without knowing the language or words to tell mummy that she is hungry would most likely cry. But as she learns the word hungry, she would be able to tell mummy in the spoken language she knows. Another example is language aids in process thoughts when solving problems. We can use a strategy, "Think, See, Wonder" to start an activity when introducing a new concept.

Group 2 (Lukman, Jon, Bao Ling, Lizda)

2020-08-18 02:58:30 UTC

Providing time to reflect will allow the students to understand about their actions, the surrounding, and we can also check on learning.

For example, during time-out session, after every session, I would ask students to pen down their thoughts on what they have done right and wrong, and how they can improve on certain task. It allows student to think and be more self-directed in terms of learning.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:02:58 UTC

Using contingency mapping as one of the tools for intervention as it helps to categorize the ideas and process involved. This makes it visual for both pupils and teachers.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 03:06:24 UTC

Learning:
When I followed a student with motor difficulties due to Tourette's Syndrome to his Food & Consumer Ed lessons, he was first reluctant to try cooking. He was afraid of doing tasks like cutting with a knife, frying something in a pan, and feels that he will not do anything right. But I remember he was very proud of himself for learning how to crack an egg well. I first have him learn the object well. "If an egg fragile?" or "Where do you think is a good spot to crack an egg?", and from his experiences "Do you remember what happened the other time you cracked the egg hard on the flat surface of the table?" He was able to use his experiences and science knowledge to help him in learning new skills in the kitchen.

Behavioural:
I remember constantly drawing timelines and charts for this particular student. He was having problems with his math teacher and feels that his math teacher is picking on him by punishing him. But he was punished because he failed to submit his assignments even after a few extension of deadlines. So I had to draw timelines and charts to list down his actions. Then I have him list down his experiences and knowledge of what happens if he does certain actions, which allows him to draw conclusion of what are the things he should and should not do if he don't want to be punished without me telling him. That illustrated to him that what he is going through is a consequences of his actions.

Group 3 (Amal, Farhana Norfarizan, Nazirah, Zhi Yin)

2020-08-18 03:06:31 UTC

Interacting with other students is effective in assisting the learner to organize their thoughts, reflect on their understanding, and find gaps in their reasoning. This is also to allow students to shoulder the responsibility for learning is for them to be the readers, writers, speakers, listeners, and thinkers in the classroom through active engagement in social interaction with others. This can be done peer-to-peer, teacher-students.

E.g. Collaborative learning like group / pair work to discuss on a project. Encourage students to ask their friends before asking their teachers for help.

sri_09 — 2020-08-18 03:07:40 UTC

TG4 Group 5
Question 1 :
Learning for Special Needs Children will be beneficial if its hands on.
For instance, if we are teaching regarding the life cycle of a butterfly. Allow the children to observe the development of a butterfly first hand.
Where they will have the opportunity to compare and contrast

Then the children can keep a journal of observations and activities. Depending upon the individual skills students can then use words or picture to illustrate their learning and observations

Group 3 (Amal, Farhana, Nazirah, Norfarizan, Zhi Yin)

2020-08-18 03:10:10 UTC

Higher level thinking skills are important to develop critical thinking skills in students. Lessons involving higher order thinking skills require particular clarity of communication to reduce ambiguity and confusion, especially in SENs and lower progressive students.
E.g Teachers may ask students why a certain character in a story behaved in a particular way, and to show evidence in the text to support their response.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 03:10:11 UTC

A simple activity like painting is one example of an open ended activity. In this activity, children can learn about colors, mixing different colors, even learn to understand that mixing with different amount of water to the color would create different tones and textures.

Group 2 (Lukman, Baoling, Lizda, Jon)

pathlightelexp — 2020-08-18 03:11:38 UTC

Illustration/ Example:
Teach what is cognitively appropriate to the child’s age. For example, at the (early) preoperational stage, learning of numbers is a lot more concrete. Counting 1 to 10 may include the use of objects, as well as the teaching of simple addition and multiplication (e.g. show pictures of apples and add or subtract them visually). As age-appropriate, can scale up the learning, such as moving on to multiplication and division, and the concept of negative numbers in math. And then again as children age, teach even more abstract concepts (prime, real and rational numbers etc.)

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:12:23 UTC

Prior knowledge: Use mask when you are sick

Disruption: Wear masks to protect yourself and those around you. New information disrupts pupils' schemas and prior knowledge and cannot be easily understood unless explicitly explained by an adult. Hence, new learning experience is created.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 03:14:44 UTC

A task involving puzzle pieces which can make different shapes like tetris is given to a group of students and an image is shown to the students to achieve. There may be a correct answer using certain pieces only however a student may find an alternative way of using the puzzle pieces which shows higher level thinking and can be developed by questioning their thought process and explaining their method to the other students.

Zaliza, Nina, Katrina, Han Yu, Nuril

2020-08-18 03:19:45 UTC

When I was given an opportunity to experience teaching pre-school children for a week, I notice children really do learn most of their new knowlege through exploring.

Even small task like having a snack. Many of the pre-schoolers refused to eat the honeydew or bread with red bean paste given to them as snack as they have never seen it before. They only drank the milk given to them as they know what is milk and how it tastes like.

I first allowed them to touch the food with their fingers so that they can know the texture of them and can have a quick taste (explore). I then ask them what is their favourite fruit or fruit they usually eat at home (connections). For example "Honeydew is also sweet and crunchy like apple!" I also ate a piece of the honeydew to show them, so that they feel safe to try. Or for red bean paste, I explain that it is made with red beans and sugar, so it is sweet. All these allowed the children to explore and make connections, and through that make new discoveries.

TG5 Grp 3 Mun Keat, Shanice, Hariyani, Sayedah and Cecilia

2020-08-18 03:21:09 UTC

ix) Develop their language
Illustration:
Book/article review activity: To read a book/article about food wastage in the restaurant then reflect on how food wastage can be reduced and how to inprove the situation.(Eg: by reflecting, we are encouraging the student to put their private speech into words and externalising into the social environment for their peers and teacher to interact and discuss with).

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:21:44 UTC

Using MOE Soaper Five, https://www.schoolbag.edu.sg/story/bye-bye-virus to help pupils understand abstract concepts relating to COVID-19 measures.

Using LEGO as a hands-on activities to illustrate and facilitate the learning of concepts e.g. colours, number bonds.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:30:18 UTC

Peer learning through board and cards games and balls to create an informal environment where pupils feels comfortable to share and help makes the learning visual for the teachers.

TG4 - Group 5

2020-08-18 03:35:40 UTC

During Racial Harmony Day Carnival, the students had to come up with their own game booth, they did their own set up of booth, games and rewards. The students get to experience the ownership of a stall, where they collect money from other students for playing their game. In the end the profit collected is split into half between the charity and the group mates. In this way they learn how to own a stall and make profit from the stall.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:40:18 UTC

To encourage and pave way for higher order level thinking, we could embark on scaffolding the pupils by breaking the task into smaller parts.

Encourage and facilitate the pupils to think by asking guiding and open-ended questions using reflective techniques.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:40:23 UTC

Knowledge - Understand numeracy and concept of money.

Activities - Applying what they have learnt in a canteen setting during recess, pupils will be able to put into practice the concept of queuing, buying what they want, keeping count of the change they received.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:40:28 UTC

Usage of vocab book to list down the words that they have came across and over time, pupils will created a list of words that they came across.

Help to pupils to develop language proficiency by watching cartoons, news, their favourite shows to expose them to the language and as a platform for them to explore further and reflect on their own learning.

TG 4 Group 4 (Uma E, Queenie Loh, Nur Aini, Marzuka, Ernest Tan)

2020-08-18 03:40:34 UTC

Providing unstructured time for the pupils to reflect on their own experiences and organise their thoughts after the activity.

Checking out after every activity - Pupils to pen down their thoughts on the activity, what went wrong, learning points and strategies to improve on

Prompting pupils to reflect by asking questions such as their struggles and learning points.

TG4 - Group 5

2020-08-18 03:48:27 UTC

During a group discussion in FTGP, the students are supposed to share their experience about bullying if they have seen someone being bullied or experience themselves being bullied. In this way they are also able to voice out the problems they have faced or seen. It allows them to open up and socialize with the classmates. They will also realize if they are bullying another person, sometime their actions might be right to them. When they hear their friend speak about it and share their feelings, they will know what they did is wrong and will not hurt another person’s feelings in future.

TG4 - Group 5

2020-08-18 03:50:22 UTC

There are many ways to develop language. The most common is discussion between peers, parents and teachers. When a child is having a discussion, he/she needs to think first before speaking, hence digging their vocabulary skills and thinking skills. Reading books, watching videos and playing games can also develop a child language.

Eg: Letmetalk app - A child is diagnosed with selective mutism. He is unable to talk to strangers (canteen vendor) hence every recess, he will be roaming around the school by himself. After intervention and help of the app, he gradually able to speak 1 or 2 words to the canteen vendor.

TG4 - Group 5

2020-08-18 03:52:18 UTC

Having to reflect on experiences enables a child deepen their understanding and assess themselves on that particular moment. Experiences can be in any form, such as behavioural action or learning.

Eg: Written reflection - A child is given a reflection sheet from the teacher when he/she is showing inappropriate action in the classroom. The child will reflect on the actions they did and what disturbances they created when they show such action.

Group 1 TG6 The Fedric Jones' Club

2020-08-18 03:55:44 UTC

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:05:38 UTC

*1) Learning should be active process; Opportunities to explore, discover, create; making connections (concepts, ideas, people)*
Example:
- Sensory sandbox at leisure corner
- Growing a plant and journal the process to understand life cycle of plants
- relating numbers seen in everyday settings (e.g. at the supermarket, on public transport, etc)
- Do origami with student

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:07:12 UTC

*2) Assess and take note of their stages of development and prior when designing activities and choosing content/curriculum (assess); developmentally appropriate*
Example:
- Use IEP
- Use assessment tools (e.g. ecological assessments, portfolio assessments, past worksheets)
- Personal vision map
- Parent's aspirations and goals for the child
-When having my stint in the primary school, I learned of a way to assess students with dyslexia to know what level they are at. We used DIBELS, which is conducted in the beginning, mid and end of the year to see the progress of the students and to tweak our lessons so that we will be able to match their level of ability with our lessons as well as to bridge the ZPD gap.
- APIE

Group 2 (Lukman, Baoling, Lizda, Jon)

2020-08-18 04:07:27 UTC

Illustration/Example:
A pre- and post- mindmap of a topic can be used to help students establish: what they know and what they have learnt. They can then integrate the new knowledge into the post-learning mindmap. For example, when learning about environmental sustainability in Singapore, we can get students to write down what they already know. During the learning process, we can then challenge these existing schemas by introducing students to high tech farms and rooftop farms to students. The post-learning mindmap will help them assimilate the new information and understanding into their schema.

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:08:14 UTC

3) Build schemas – help them organize their experiences and knowledge into mental models or schemas
Example:
- Guide the students to write a summary map at the end of a topic/ chapter taught
- A quiz at the end of the lesson to check for understanding and summarization of points
- Cornell note taking; to help pupils organize their thoughts during when teacher is dishing out information

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:09:35 UTC

4) Build on prior knowledge and disrupt schemas (disequilibrium) for learning and growth through experiences
Example:
- Present students with real-life problems to promote problem solving skills (e.g. budgetting at NTUC after learning money skills)
- During my stint, my mentor and I had sessions with students with ASD called "The Social Cyclist". A session consists of around 3 to 4 students with ASD who would be tasked to carry out simple group activities such as counting and arranging blocks. They had to use the social skills which they have been taught. We will then make it such that there will be a "hiccup" for them to encounter as a group. From there, they will need to interact and use the social skills learnt to successfully carry out their task. If they are stuck, we will then intervene and go through with the students on how to make it better.

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:10:05 UTC

5) Arrange physical, concrete experiences (real or virtual) to develop understanding of abstract concepts and operations (concrete operational); experiential, hands-on activities; use ‘real’ or authentic context
Example:
- To teach the formation of volcanoes, videos can be used to highlight the structure of a volcanoes, after which a small group project can be given to create a volcano using recycled materials. Through the experience of creating a volcano, students will better understand the different parts to a volcano and remember them rather than memorizing it.
- To teach how to make friends, give social scripts on appropriate things to say/ conversational starters

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:10:30 UTC

6) Arrange for social experiences and interactions - to talk about what they learnt; test schemes, help each other understand
Example:
- Allow students 5 minutes to share with a buddy of they had learnt, allow students to recap with buddy at start of each lesson what had been taught.

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:10:46 UTC

7) Pay attention to developing higher level thinking skills and intellectually challenging activities
-Probing questions
-Scaffolding
-Questioning types(5W1H)
-Critical Thinking Skills

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:11:20 UTC

8) Develop open-ended activities for them to construct knowledge and understanding
-Allow students to build Lego blocks after reading a passage or let them draw out parts of the passage to check for understanding

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:11:44 UTC

9) Develop their language (this provides access to knowledge, tools to think about the world and solve problems, means to regulate and reflect on their own thinking)
-Allow them to express a picture in sentences, how does the picture make them feel, how does it relate to them.
- For selective mutism students, have a writing tablet for them to express their thoughts and allow them to ask questions and reflect using the tablet.

Group 2(Sabrina, Terence, Yati, Su Ink, Taufiq)

2020-08-18 04:12:02 UTC

10) Provied time to reflect on experiences
Example: Circle time after CCA or any group activity for students to reflect on their learning and experience using a 3-2-1 approach; 3 things they liked about the activity, 2 things they have learnt and 1 thing to MIB (Make It Better)

Group 2 (Lukman, Baoling, Lizda, Jon)

2020-08-18 04:17:46 UTC

Illustration/Example:
In the learning process, younger learners may have guided notes provided for them. As they transition to secondary learning and beyond, we can disrupt schemas by teaching students to take their own notes.

Students may ask: Why are notes not provided or filled in like in previous lessons? The response to that can be to teach different learning skills, some students might prefer softcopy notes, some students prefer to print and write on the hardcopy notes, and some students might prefer to write their own mindmaps and notes. This is used in our academic learning in teaching students with ASD who might sometimes hold on to old schemas and need more time to accommodate and eventually assimilate new information.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:18:28 UTC

Stages of Plant Life

Teacher will get students to select soil material for planting, plant the seeds and water. After which, the seedlings are placed in an open but shaded area. Daily, students and teacher will observe the growth of plants.

Through this process, students are able to explore, make connections between concepts shared by teacher and discover through own experience.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:20:06 UTC

Conducting Pre-Tests/ Diagnostic Tests/ Baseline Assessment

Teachers will conduct testing to gather baseline data to help them determine the learning readiness and needs of students. After which, teachers will use the date to guide their lesson planning or IEP crafting and even banding.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:21:46 UTC

Building Of Social Emotional Learning

Providing students with different opportunities to experience and becoming aware of their different types of emotions. Then helping to create mental models of their feeling and how they can respond in an appropriate manner by using a system to process their thoughts.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:22:48 UTC

Using Ezlink Card To Buy Things

Active prior knowledge of how the students use their Ezlink Card to take transport. Teacher then disrupts their schema by teaching them how to use Ezlink Card to buy things.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:23:29 UTC

Learning Journey “Dialogue In The Dark”

Students experienced how it felt to be a person with visual impairment. The experience included pre-trip activities, the actual experience of sensory deprivation, and post trip reflections. Activities and environment was specifically modified to enhance learning outcomes.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:24:06 UTC

Group Work Session for SEN Students

Structured group work time given to special needs students to play games. Through this structured time, students are peer monitoring to identify areas of their social interaction, personal hygiene, volume of voice etc to learn how to interact with others appropriately.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:24:39 UTC

Camp/ Team Building Activities

Presenting students with a challenging situation. Teachers then provides them prompts and guidance to support their application of higher level thinking skills to resolve the problem.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:24:53 UTC

To Test Out Different Ingredients to Create Different Taste Profile

Teacher started by giving instructional teaching on how a muffin is made in the first lesson. In the second lesson, teacher intentionally left out key ingredients that would determine the base flavor of the muffin. Students were encouraged to try out different ingredients so that they can determine if they liked the taste profile.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:25:17 UTC

Providing Students With Tools To Scaffold Their Development of Language Skills

Teacher may provide students with tools (which may include ICT tools or just simple visual cue cards etc) to assist them in communicating their daily needs and emotions to others. Students are taught how to use the tools and they are encouraged over time to use them effectively to get their needs met.

TG 5 - Group 1 (Wanda, Yuhanis, Robin, Haseena, Sharlene, Fatin)

2020-08-18 04:25:43 UTC

End of Lesson Reflections – Exit Tickets/ Post Activities and Group Work Reflections

Teacher will provide students with structure and opportunity to think back on the lesson/ activity/ event to recap key learnings and check for understanding. At the same time, it gives students time to clarify their thoughts and to be able to communicate their thoughts to others.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:42:05 UTC

Using Piaget's theory, it is centralised on 'Discovery Learning', it is crucial for one to learn from new experiences through sharing. During a Civics and Moral lesson, the lesson focus was on being respectful and courteous to elderly. Students were taught about the important points and rationale. So the teacher started with her experience, and focused on how she encountered an old lady crossing the road at the change of red light and helped her across the road by carrying some stuff. She then asked groups to discuss then share their experiences on respecting elderly. Next, she placed 2 stations in classroom 'Point of view' of Agree and Disagree, and listed some scenarios. At opposing ends, they can debate of their point of view and share why they chose from their stand. At the end, she concluded with perspective taking, what happens the elderly are your family members or your yourselves 60 years later, how would you want to be treated? And they reflected on the connections of the importance in respecting elderly people.

Learning should be an active process: I got my students to try out edible sensory play to explore their 5 senses, I.e. I teach them the difference between soft And hard textures using cooked and uncooked pasta. After that, I got them to add food colouring to mix them up to understand the concept of colours. By doing this, it increases their level of engagement during art sessions!

When I teach Reading Support Programme (RSP) in lower primary, I will start with letters sound. Next I move on to words correspond to the letter sounds. The pupils are making connection of the letter sounds they learnt using my list of corresponding words. They are also able to give me examples not from my list.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:37 UTC

Progress monitoring of words the students able to read for each term.
An example will be training of an athlete where the coach assesses and takes note of his/her charges in designing the appropriate training programme.

An example will be training of an athlete where the coach assesses and takes note of his/her charges in designing the appropriate training programme.

Using Vygotsky's theory, we must always check with student's prior knowledge and plan out strategies that will scaffold in their learning. During a reading comprehension lesson, my mentor who first met the student with dyslexia, tried to understand the student on what are his favourite subjects and what problems he encountered in reading. As it is the first time, we started with a passage a grade below his, and focus on recognizing the paragraphs, main points and how to analyze and highlight the questions. At the start, mentor read the passage, then asked him to read the passage with a guiding ruler. At any point, when the student read wrongly or missed words, she paused and prompted student to check, try again and read correctly. At the completion of a paragraph, she encouraged him to keep it up. At the next session, she will revise with him and ask him to recap what is taught previously, This time, no guiding ruler was provided, and mentor asked him to use his fingers to guide along the sentence. She also tried to allow him to do the task on his own, unless he is stuck at one point, then she will step in and prompt him, do you think there is a better answer or try again, working towards his independent level. As sessions goes by, the passages chosen were more varied and of a higher level.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:40 UTC

My pet dog sees me taking the leash and he will be excited as it means he is going out.

A schema is a cluster of related information stored in mind. I.e. my student has a habit of changing a whole set of clothes once he soil/dirty his pants. He developed a schema that soiled pants/ shirt = change whole set.
Schema is a mental construct for building knowledge. I remember the use of exam study skills. Before exams, students were given graphic organiser templates. First is the use of study plan, where they list down what they are supposed to study or cover for each day. Then with each topic, they were taught to use mind maps to link their concepts and examples as note-taking. When they are taught to self-assess by using flash cards, they test themselves or with peers. They were also told to organise their notes in categories using a filing system. Based on flash cards, they should sort as ‘What I already know’, ‘what I don’t know’ and ‘Need to clarify with teachers’

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:42 UTC

Changing from T& L role create fair bit of disequilibrium but it eases when I make connections with my prior knowledge of my previous role in teaching especially my experience in teaching lower-progress students.

Initially when I conducted meal preparation classes, one of my students is afraid of going near the pan cos he understands that it is hot. He was so afraid that he won’t step in closer than a meter. So, first I get him to explore touching the frying pan. I then created a social story about frying dishes to teach him the concept of kitchen safety at the stove. Then I got him to watch us cook the dish then he will demonstrate for us. He developed a schema from frying pan = hot; shouldn’t go near to frying pan = cooking dishes.

In the subject (EBS), Elements of Business skills, which i used to support teachers and teach as well, we have a programme called the EBS Carnival where the students (Sec 3NT) who are studying the subject will use the carnival as a platform for them to apply what they have learn in the form of games and activities towards the seccondary 2 NT class whom will only take the subject the following year. This is a form of learning as well as building on their prior knowledge of the various topics of the subjects.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:47 UTC

Using the teaching approach of I do , we do and You do it develop the understanding of the concept of phonemic blending.

This can be illustrated through scaffolding and the use of everyday aids (physical, IT) if possible to break down a complex concept.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:50 UTC

Asking pupils to test each other on the letter sounds or corresponding words or connected text help each other learn. Or in Learning Journey and Camp, there is reflections . Even for the slides we go through on Cognitive Development, we post our reflections.

In EBS as well, during post examination activities for both mid and end of year, we brought the students (4NT and 3NT) on various learning journeys to interact with industrial leaders of the field that we have intended for them to learn from. Here, they will get to hear stories and share experiences with the industrial leaders which will provide them a better understanding of what they are learning in their coursebook.

This is practised very much during Learning Journeys when students are brought out of school to various venues to build on their social experiences.

Social interaction enables students to communicate their views, share ideas and find discrepancies in their reasoning. I.e. school to work programme, students in the food and industry line will have to converse with superiors, colleagues and customers.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:56 UTC

For Chinese lessons, using kahoot to test on students, they can work in groups to help gain points. Rule is everyone must take turn to answer. Lesson focus was on Chinese proverbs and so it started with simple word combination, then progressively from guess the word, to find the right proverb to this sentence, then at the end all must collaborate to form a story using the listed 5 proverbs/ keywords and must link with their life experiences. The last task is the most challenging and gets awarded with the most points. With the last task, it moves from individual challenge, which is simpler and scaffolded, to become a group effort. The ending task is a higher order thinking and allows higher ability learners to take the lead and guide the team.

My pet dog initially only knows to Hi-Fi by lifting his frontal limb. Now he knows how to somersault when we teach him higher skills. Or students in RSP were taught higher skills of reading and answering comprehension passages after they have prior experience on blending to read words and vocabulary learnt in corresponding words.

For instance, my student who currently has the prerequisite skills in alphabets and typing letters, is trying out the special key functions (caps lock, space bar, delete, backspace and enter). Since he has no knowledge on how to use the caps lock and delete key, he needs a more knowledgeable other to assist him, which is beyond his zone of proximal development. Hence, I used scaffolding to assist him in learning these functions, I.e. bigger keys, slides on learning the keys, and visuals.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:44:58 UTC

After each lesson, teacher will use check-out activity to ask them to reflect what they have learnt, and what they do not understand and need more clarification/ explanation from the teacher. Based on their learnings, they can also link back to previous topics and think of case studies as examples for their essay writing.

We were given assignment for each module to construct our knowledge and understanding.

Open ended activities, i.e. experiential learning through helping out in activity booths during school events. They have the freedom to assist tr to brainstorm ideas for the activity booth and help out.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:45:02 UTC

We have a monthly ‘Appreciation day’. This is a chance for them to express their thanks and gratitude for someone who helped them. Most of the time, there are problem solvers in class or helpful classmates, and they do not get recognized. With this, it helps them to express their feeling in an explicit manner. If there is an issue in class, we can discuss openly, and ask them in their perspective, what solutions we can explore in order to resolve the problem. For example, in my class, students are still messaging late in the night in group chats, hurtful remarks were passed around, this caused unhappiness among the peers and parents. We brought it up, brainstorm through mentimeter and asked them to set ground rules for messaging app and came to common consensus that there should not be messaging after 9pm, even for the teachers. And also educate on the proper handphone etiquette, when addressing another person, requesting for help.

Language is developed from spoken language, vocabulary building, comprehension of text and writing in every level of education.

From lower secondary to upper secondary EL lessons, where the students are progressively introduced to the language and critical thinking especially for composition writing and Oral preparation.

TG06 Grp 3 (Angeline, Angelina, Alex, Yasin & Muthucumar)

2020-08-18 04:45:06 UTC

I have seen done after LJs, CCA competitions, etc where there were be reflections done by the students themselves or guided by questions that the teachers/organisers have prepared.

At times, students may not be able to understand concepts in a certain way. It is important to ask about their prior knowledge and if possible, relate to their experiences. You can also show them the correct behaviour through social stories. They can choose how the pathway of the story goes, as the story progress so that they can see the result if a wrong choice is made in the middle. Different student have different needs, so we need to assess what they do not know, and ask from relevant stakeholders, in order to provide appropriate scaffolding measures.

TG 1- Berina

2020-08-18 04:47:29 UTC

2020-08-18 04:48:47 UTC

o As per Piaget’s theory, classroom learning should be child directed and learning through purposeful play and at the same time children get to explore and make connections through their findings. Through investigations, children will be curious and start asking questions to develop more knowledge and solutions. During their explorations, teachers will act as facilitators to guide children with thoughtful, open-ended questions. For example, having small group projects for children to investigate through experiments. - Simple experiments such as sink and float. The difficulty of the activity can be modified depending on the grade level. Provide students with basic information about sink and float. Have them explore how the objects that could sink and float. Then have students use their knowledge to create something that can remain afloat in a plastic tub of water. They should experiment with different types of materials and designs. Once students have found a way to keep their objects floated on the water, have them add items such as paperclips or erasers to see if the weight causes the objects to sink. Have them observe how the objects managed to remain afloat and how it changes when things added in which caused the objects to sink.

2020-08-18 04:48:50 UTC

Group 2 (Lukman, Baoling, Lizda, Jon)

2020-08-18 04:51:02 UTC

Illustration/Example:
As students, today’s self-directed online session is arranged in a manner that is a concrete experience (Through virtual learning), where everyone has to develop their own understanding of the (new/perhaps not) learning and knowledge of Cognitive developments, in their own learning pace and it is an authentic context where real context of deliverables are to be achieved, through given tasks.

Group 2 (Lukman, Baoling, Lizda, Jon)

2020-08-18 04:57:39 UTC

Illustration/Example:
As students, today’s self-directed online session is arranged in a manner that in experiental experience (virtual) , where everyone has to develop their own understanding of the (new/perhaps not) learning and knowledge of Cognitive developments, in their own learning pace and it is an authentic context where deliverables are to be achieved, through given tasks.

TG4 - Group 5

2020-08-18 05:02:25 UTC

The meanings of Schemas are 1) Building blocks of knowledge, cluster of related pieces of information, knowledge or memory that is stored in the mind. 2) Cluster of related pieces of information, knowledge or memory that is stored in the mind. 3) Cognitive Framework- System of categorising and organising information and memory.

Real life example: Primary One student named J (Undiagnosed case of ASD) learning to stand still during national anthem being played.

1) The AED of my previous school showed him how to stand still during the national anthem being played by letting him to observe the rest of his peers on how they behave. The observation was done at the back of the classroom with the AED standing beside him.

2) After which, the AED will ran through questions like “J, what do you see when your friends sang the national anthem.?” And J will try to answer as best as he could and the AED will ran through with him on the steps on what to do when during singing of national anthem. It is mostly done verbally and organising the experience with him.

3) The AED will also use the classroom clock as a reminder for him that exactly 7.25 am the National anthem will start playing and he will have to get ready. In addition, she also taught him to use his auditory skill to listen for the cue from the PA system which sounded like “ Beep Beep” before the National Anthem is being played.

4) Student J was able to store these information, remember them and execute out this is because of the AED’s way of scaffolding his learning experience which in turn also known as “ Schemas”.

Group 1 TG6 Fedric Jones' Club

2020-08-18 05:10:55 UTC

One strategy to promote the process of active learning is Think-Pair-Share. This strategy allows students to first think and reflect about an issue on their own before pairing up with a friend to discuss and exchange their thoughts.
After doing so, the pair will then share their thoughts with a larger group (can be the whole class). This social interaction encourages the students to think deeper or even re-think about their initial ideas pertaining to a topic.
This is also one key concept of Vygotsky’s key theory of sociocultural development - collaboration with a more knowledgeable other (MKO) or a more advanced peer can help the learner in the Zone of Proximal Development.

Group 1TG6 Fedric Jones' Club

2020-08-18 05:11:51 UTC

Understanding a student's current stage before creating a curriculum to develop their thinking further.

An educator could use assessment tools to find out the student's current stage.
Using the result from the assessment, educators could then develop or find content/resources that are appropriate to the student’s current ability and slowly move the student up to a different level.
For example, to find out a student 's reading age. Let say, a 7 year old student with a reading age of 5 years old. Educators could use assessment tools to find out the student’s reading age - if they are on the same level.
The student’s reading age is below their age, educator could conduct their lesson using resources that are of below the student’s age first and subsequently moving along with their progress of reading according to their age.

Applying the cognitive process, if the student’s age is 7 years old but his reading age is below their age which is 5 years old, their schema would then be of a 5 year old mindset. When an educator start having lesson with the student and introducing new knowledge, the student is then going through a process of assimilation and when assimilation happens, the student would have to accommodate the new information into his existing schema.

Group 1 TG6 Fedric Jones" Club

2020-08-18 05:12:43 UTC

Memorising formulas is never the answer to understanding concepts in Math especially in solving word problems. Concept building is necessary. An example used was building a schema around the use of SOLVE strategy in providing students an organised and structured approach to solving word problems.

Group 2 (Lukman, Jon, Bao Ling, Lizda)

2020-08-18 05:12:47 UTC

As educators, we had made observations of students requiring more challenging activities and tasks in class in their strong subjects. An example SEN student with ADHD have tendency to act on their hyperactivity and impulsive nature when they are not able to be cognitively engaged because of a need in their higher level thinking ability in the learning of the subject, thus there is a need for preparation and planning of developing these in advance.
Observation of past colleagues who incorporated differentiated learning instructions in their Scheme of Work Lesson plans, to develop higher level of thinking and challenging activities, and be used when scaffolding of basic concepts are already achieved.

Group 1 TG6 Fedric Jones' Club

2020-08-18 05:13:32 UTC

Learning objectives in this case will take a twist. Allow students time to learn something new and not rush into correcting their confusion. Engage them with questions like, “Is it always true?” or “Does this always work?” to challenge their thinking.
Kolas, which are very often referred to as ’koala bears’, are in fact not bears, and do not belong to the bear family. Koalas belong to the marsupial family. This is due to the distinct feature of the marsupial family; “Giving birth to pre-developed young which continue to develop in a “pouch”, which is known as a marsupium.

TG5 (Group 2: Subha, Vanessa, Claron, Fadilah, Li Boon) Students applying FCE knowledge to outdoor cooking during CCA. They already know that they need fire to cook the food. Using their experience in FCE knowledge they categorise and organize the food items based on, duration of cooking and if cooking is needed.

2020-08-18 05:16:34 UTC

Group 1 TG6 Fedric Jones' Club

2020-08-18 05:17:50 UTC

Educators can consider using hands-on activities such as cooking or baking to teach basic Mathematical concepts such as Fractions and Volume. Some students can easily grasp the idea of fractions on paper (through models etc), however there are also those who may have trouble understanding through this conventional method. Through authentic learning experience like cooking or baking, students will have a clearer picture of how much is ¼ cup of water/how much is 500 ml of water - Simply by utilising a measuring cup.Such activities may also work for students with ADHD as they have short attention span, especially when sitting down during lessons in their classrooms.

Group 1 TG6 Fedric Jones' Club

2020-08-18 05:18:35 UTC

Students learn to interact with people in the community (for example, the elderly, lower income families, etc.) when they perform values-in-action activities and create meaningful conversations.Students guiding elderly to do craftwork that they learn from school. The elderly may disagree with their methods, and this challenges them to unlearn/relearn new schemes.

Group 1 TG6 Fedric Jones' Club

2020-08-18 05:19:23 UTC

Students are given challenging activities which requires them to think outside the box and apply what they had learned in the classroom. To teach special needs students on problem solving skills, students are presented with different scenarios and they have to come up with solutions to handle the problem at hand. It is challenging for special needs students to do problem solving thus having the scenarios presented to them “forces”them to think of how to solve the issue. An example of a problem solving scenario:Water spilled on the table and the teacher instructed the student to complete a worksheet at the table. Students are required to think that they need to wipe the table clean first before they can use the table.

Group 1 TG6 Fedric Jones Club

2020-08-18 05:20:15 UTC

Students are given guidelines and instructions on how to complete the activities and while doing the activities they construct their own knowledge and understanding of the activities.
To teach special needs students on maintaining positive relationships,team building activities are developed for them to work well with their group mates.
Students with autism especially, team building activities is a challenge for them because they need more time to develop a healthy social interaction with others.
An example of team building activity:

Students go on a scavenger hunt around the school. Each group is given a list of tasks and they are to work as a group to find the correct locations. In each location, they have to perform a task (e.g. find the words in the word search). When working in groups they construct understanding where they need to listen and cooperate with one another, locate different areas of the school and doing the tasks helps create new knowledge (e.g. learn new words in the word search).

Group 1 TG6 Fedric Jones' Club

2020-08-18 05:21:06 UTC

When students communicate and interact, it involves language. Language is used to describe student’s level of understandingOften, when students explore new experiences, they face difficulties to describe their understanding because of their language limitations and fear of being wrong. Encouraging them to slowly process the information and putting into words what they have experienced would give a stepping stone on their development. Based on Vygotsky, language plays a central role in mental development. Exposing students to social interactions would encourage them with their language. For example, educators could provide them with more exposure through videos and request them to reflect on what they have just seen or experienced using their own words. Through communication with students and prompting then with questions allow the students to regulate and reflect their thinking. Giving the students more opportunities to interact and socialize with their friends could help them with their language, mental and cognitive development.

Group 1 TG 6 Fedric Jones' Club

2020-08-18 05:21:42 UTC

Give students time to make connections between prior knowledge and new experiences.
Encourage them to pose questions and answer their own questions based on the new knowledge they have acquired.

Example: During a chemistry lesson;
Prior knowledge - carbon as an atom, hydrogen as an atom.
New experience - covalent bondings, how carbon and hydrogen atoms can bond together to form hydrocarbon molecules. Reflect on 3D models of hydrocarbons, paying attention to the bonds between the atoms.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:29:49 UTC

Allowing students to interact/work in social settings such as role-playing, group discussions and peer activities during class instead of just teacher-student interaction

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:31:07 UTC

Using appropriate materials for activities/lessons depending on each student's level/stage to assist in their understanding (For example, teaching solving addition depending on individual level: concrete, representation or abstract approach)

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:32:19 UTC

Create immersive experiences- i.e. when teaching about ‘Theme Parks’, we created a theme park within the class. Students had to: 1. Purchase entrance tickets 2. Buy snacks 3. Go on a ‘roller-coaster’ ride 4. Take pictures with mascots Steps 1,2,4 were most likely experiences familiar to the child. These steps let the child incorporate Step 3, creating a new experience of visiting the theme park.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:35:25 UTC

Post circuit-breaker, when students returned to school, I read a story about a boy who did HBL at home. In the story, I explained about Covid-19, safe-distancing measures and how the boy did Home-Based Learning.

New vocabulary words like “home-based learing, delivery man, housework” etc were also taught.

Build on prior knowledge: Leveraging on their recent HBL experiences, the lessons helped the child processed what had happened.

Disrupt schemas: Students understood that they were not staying home for fun/break during the pandemic, but to stay safe and that learning had to resume from home.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:36:14 UTC

One cohesive illustration that can be given is, Interdisciplinary Experiential Learning Journey, where by a class may have learnt on travelogues in English lesson, Angles calculation in Maths, Humanites class on a history of example Sentosa, Mother Tongue teaches on amusement park vocabulary. All these can be encompassed into one learning journey to create social experience and interactions of what they have been taught. These tasks are done in an app on the issued Ipads

This is applied by giving students a series of tasks for the day when they visit Universal Studios for example ( this has been done and proved very effective for students learning). Students are in groups and given tasks to complete and each station (similar to amazing race). Students complete an English task of conducting interviews with visitors to the theme park using pre prepared and approved interview questions, these interviews are recorded and reported like a travel anchor style and they are also required to do a mini travelogue video at one of their favourite rides.

The next task will be for Maths, to form an pose using a statue and having a partner calculate angle, using the tiles on the ground to form calculation from one area to another etc.

The next for Humanities, the historic info learnt will be infused as part of the EL video interview questions, whereby visitors interviewed will be asked historic trivia, if they are unable to answer the student will tell them the answer for their food for thought.

The last will be Mother tongue tasks, where they have to find the objects vocab taught and take a picture next to it, if it was a ride, they will need to tag a description to the pic and explain their experience of the ride.

At the end of the day, this class of students improved vastly in their scores, and most importantly their learning attitude became more positive.

Apart from LJs like this, dramatizing a Literature class, with role play and costumes, where teachers are also a part of it helps students learn better.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:37:08 UTC

Show and Tell = if the topic is on pets. Students bring to school their pets, and allow their peers to learn more about the specific animal, its behaviour, food type, habits, habitat etc. Peers have a wider exposure of not just seeing or learning about the animal but also have the sensory learning experience.

Jigsaw Grouping = allows more interactions and share on what has been taught. 4 Sub topics, each student has one to work on and read and be familiar with it. Have a adhoc expert group by having one student from each group to join other students assigned to similar sub topics, give them time to discuss and prepare their presentations, thereafter they will go their original grouping and each student will be given time to present their sub topic to the rest in the group. Teachers will be encouraging students to ask questions for clarification. If a group is having trouble, teachers can intervene or train group leaders to ways to manage to situation.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:39:00 UTC

When looking at developing higher level thinking skills, it is important to note that the child already has a certain set of knowledge. At the same time, the child may not have acquired enough knowledge to successfully complete a challenging activity.

Having an adult to guide or allowing the child to work in a group setting with others who can build on his knowledge will allow him to have a higher chance of achieving success in the said activity.

The purpose of the adult/group setting is to assist the child in the adaptation of the new knowledge through either assimilation or accommodation but asking questions, giving scenarios or challenging the thought process that the child currently has thus causing a disequilibrium.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:39:50 UTC

Having a positive environment helps to start the learning process going. It is also important to provide the child with the right and differentiated level of support depending on where the child is at and the pace that the child takes in his learning. Using the various methods of scaffolding will help the child to understand the topic better.

Let’s look at an example. Learning mammals. Teacher can have a basket of animals and child is tasked to pick which animals he thinks are mammals. Child is then expected to explain why those animals are mammals and why the rest are not. A following activity can also have the child be in a group and for the group to discuss and see how their answers differ for one another. From there, the group can come together with an answer and presents it to the teacher. An extension to the activity would be to find out about the rest of the animals.

Types of support that can be provided for the child/group..

-some cards that states the characteristics of mammals

-pictures of animals that are not mammals

-a video that the child can watch that shows pictures of mammals

-short instructions for the child to follow through so that they do not find the activity of be overwhelming.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:40:34 UTC

Language is the basic building block for someone to learn and acquire knowledge. As learning is an ongoing process, language is always the medium that is used to give out instructions, scaffold their learning and used as an outlet to express themselves and give opinions and thoughts. This is evident even in the Sensorimotor Stage when an infant discovers something new and takes in bits and pieces of information from the parent. As the infant grows and moves through the different stages of cognitive development, he/she would have a good grasp of language and thus will be able to express themselves better in accordance to their age group. In some ways, language itself is a scaffolding tool to learning. E.g setting up group work in classes will encourage peer to peer interaction which translates to peer learning.

TG 4 (Gp 2) – Hafiz, Nalinee, Marie, Eileen, Nuraini

2020-08-18 05:40:56 UTC

Reflection is interpreted as the ongoing process between learning and thinking. When a child studies and sits for an examination and fails, he is going through a process of learning. Between the point where he gets his results and resitting for the exam again, he goes through the process of thinking (e.g. what he could have done better, where did he go wrong) and relearning from his mistakes in order to pass the exam. Reflection also creates an awareness in the child as he/she goes through accomodation and not to repeat the same mistakes. e.g For the case of any discipline issue in school, my school will use a time out corner for the student to reflect on his behaviour and actions.

TG5 (Group 2: Subha, Vanessa, Claron, Fadilah, Li Boon) Students applying FCE knowledge to outdoor cooking during CCA.Modifying an existing schema to create new one. Making fire. In FCE they used a gas stove. In outdoor cooking they are challenged to create their own sustainable fire and stove.

2020-08-18 05:44:42 UTC

TG6 Group 2 (Lukman, Baoling, Lizda, Jon)

2020-08-18 05:46:53 UTC

Provide scaffolding and keeping the language simple for them to understand and comprehend at the initial stage. Engage the child in hands on activities and model the use of the language to help them make connection and understand the application. Another way to increase the child literacy development is through reading and introduce simple elements and increase the information shared as we explore and expand the understanding of the language. Encourage the child to communicate and make connection to own experiences help to reflect on their own thinking.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 05:58:53 UTC

· Using experiential learning – when teaching emotions, teacher will create activities to elicit the emotion (e.g. when teaching surprised, teacher will create an activity where the student will experience how feeling surprised is and then labelling this feeling with the word surprised)

· Using concrete examples to teach concepts (e.g. when teaching the word “bag”, teacher will show a bag, teach the student the word and label the object with the word)

· Role playing, Show and Tell.

Recycling materials, sort plastic, paper, metal. How to recycle correctly? Clean the materials and identify the materials.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:03:32 UTC

· Assess student as baseline. Design and plan activity and assess at the end.

· Teach according to the students’ cognitive age (e.g. if the student is cognitively 3 years old, you cannot really expect the student to understand how to perceive from another person’s perspective. Thus, lessons and interventions should take notice of this factor and the necessary steps are put in place to link the gap)

· Differentiated instruction.

Scaffolding.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:04:28 UTC

· Teaching students word problems via schemas (e.g. content and vocab)

Teaching adjectives, teacher will find objects that fit the category and teach students how to categorize these objects into the right category (e.g. teaching hard and soft, teacher can find many objects that are hard or soft and guide the students to classifying the objects based on hard and soft)

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:05:09 UTC

· Building on knowledge that the student already knows (e.g. teaching students how to identify money before teaching them how to use money to purchase things, or when teaching emotions build upon happy by teaching them excited or glad)

Social Stories.

TG4 - Group 5

2020-08-18 06:05:26 UTC

Based on the previous real life example as shared in question 3 , a Primary One student, named J (Undiagnosed ASD), learning to stand still when National Anthem is being played each morning.

Build on prior knowledge:

1) The AED has helped to build student J’s new knowledge on how to stand still when National Anthem is being played evwey morning by observing the time being shown 7.25 am in the classroom room clock. He has followed this new learning a week.

Disrupt Schemas ( Disequilibrium)

1) Student J has established new knowledge that he has to stand still when the National Anthem is being played at 7.25 am. However, every Monday, 7.25 am there is minor change and that is the school song will be played before the national anthem. So in this school, the school song is being played every Monday followed by National Anthem except from Tuesday onwards. Student J experienced slight confusion and he did not stand up when the school song was being played and went about doing his own things.

2) This is what we called “Disequilibrium” where the new information that every Monday at 7.25 am school song will be played before National Anthem cannot be fitted to existing schemas that every Tuesday onwards, it will be only National Anthem that is being play at 7.25 am.

Assimilation with the new Schema:

1) Student J definitely experience slight confusion or even frustration when school song is being played at 7.25 am every Monday before National Anthem instead of the National Anthem being played first. Definitely, he will wonder whether he has to stand still for the school song as well.

2) The AED intervened and ran though with him by showing him to look at the white board that is written “Monday” and he can be reminded that every Monday is school song being played before the National Anthem. At the same time, being with him at the back of the classroom every Monday to observe his classmates on how they stand still when the school school is being played first followed by the National Anthem.

3) In conclusion, based on what the AED did was to help him carry out assimilation with the new schema.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:05:43 UTC

· Bringing students for class outings to practice on their purchasing skills and road safety skills (crossing the road using the zebra crossing, crossing the road using the traffic light)

· Teaching students socially appropriate behaviours when being in the community

· Use of manipulatives.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:06:40 UTC

· Peer teaching; asking a peer who is more advanced to teach or demonstrate the skill to the student who is struggling

Encourage students to play together through board games or structured play so that they will learn social skills from each other

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:07:11 UTC

· Challenge the student’s thinking further by asking them “why” or “how”

Questioning techniques. Guiding questions. Hinting/prompting.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:08:07 UTC

· Experiential and reflective learning (e.g. teaching students about things that float and things that sink, teacher can provide a set of objects and then encourage students to look for objects around the classroom to determine if these objects float or sink)

In mathematics, different ways to solve word problems and ask why and explain which way is better.

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:09:06 UTC

· Expanding the students’ current vocabulary pool by teaching new words and phrases. (write in a word bank book, definition and how to use it in a sentence)

Teaching students to learn how to ask for help or to ask for a time out/break (teacher model behaviour)

Tracy, Siti Nadia, Salamiah, Rasimah, Sharifah Aamal TG3

2020-08-18 06:09:44 UTC

· Journal writing and then sharing it with the class (e.g. students went out for an outing to the zoo, they will each write a journal entry about their experience. After they have finished, they will share)

Think Time. 3 things I learn 2 things I will apply 1 new thing I learn about, Exit ticket. “I used to think, now I think”.

TG4- Group 5

2020-08-18 06:14:34 UTC

Student is required to determine if a statement is true/false according to the information provided in a passage.

This requires the student to use his judgement to analyse the passage that he had read.

Analysing is a high-level thinking skill and intellectually challenging activity.

Scaffolding via explicit teaching is one way teachers can use in this scenario to guide student through this activity.

TG4 G6

2020-08-18 06:17:16 UTC

1. Learning Journeys/ Field trip to a place to explore (Eg. Learning journey to the zoo/to the Science Centre, Gardens by the bay)

2. Field trip to Kampong Glam/Little India/Chinatown to experience racial harmony. Tour of the area to take in the sights/sounds/smell and taste of certain foods.

TG4 G6

2020-08-18 06:19:03 UTC

1. PE lessons – lessons are catered to their physical capacities. Lower pri does not do upper pri tasks (Eg. forward roll vs backward roll)

2. For SPEd school, Math assessments based on proficiency level not age

TG6 Group 2 (Lukman, Baoling, Lizda, Jon)

2020-08-18 06:19:05 UTC

Example: Getting students to think of two numbers that could work together to make the number 8

Provide them with manipulatives like counters, small erasers, counting bears, cubes, or playdoh balls. Give them a few options of how to show their thinking and they can choose to explore all the possibilities for answers. This might include writing equations, drawing pictures with the equations, or even building the number with a manipulative and then taking a picture of it with an iPad. Some students might use addition, others will use subtraction, and there may even be students who can use multiplication to find the number 8.

TG4 G6

2020-08-18 06:20:29 UTC

1. Mindmap skill for Science topics

2. Frayers model for English

3. Steps for journal writing to document experience after learning journey/field trip

4. Using a checklist to answer Social studies questions (Point-Example-Elaboration-Link). After writing their essay answer, students need to check if their answer has followed this checklist.

TG4 G6

2020-08-18 06:21:04 UTC

1. Correcting misconception (Eg. Math multiplication rules;

1x1=1

0.1x0.1=0.1

Flipped classroom – Students are given tasks to complete on their own before the lesson is taught.

TG4 G6

2020-08-18 06:21:35 UTC

1. Use of manipulatives during Maths lessons.

(Eg. Teaching of addition – using cubes/building blocks. Volume – use of different containers with coloured water.)

2. Using live examples for Science (Eg. To teach life cycle of a plant using seeds to grow and charting its growth.)

3. Use of hardware (Eg. Mobile robotics lesson – using of hardboard to create robots.)

TG4 G6

2020-08-18 06:22:01 UTC

1. Think-Pair-Share – Pairing students to work on a question. (Eg. Name two occupations for an English lesson. Students spend time thinking first before they share with their partner. Next, they share their discussion with the class.)

2. Student with selective mutism – Tasked to interview familiar adults(canteen vendors) instead of the assignment requirements of interviewing strangers.

TG4 G6

2020-08-18 06:22:46 UTC

1. Scaffolding (Eg. English – learning to carry out editing tasks. I do, we do, you do strategy.

2. Gradual release of responsibility – Using questioning technique (Socratic questioning) to illicit higher level thinking.

(Eg. Could you give me an example of this topic? What effect would this example have on the topic?

3. Removal of scaffolding to challenge students of higher ability. Initial use of targeted prompts to carry out task, subsequently using visuals to help students execute their task with minimal prompts, after which student carry out task independently(without any assistance).

TG4 G6

2020-08-18 06:23:46 UTC

1. Form teacher guidance period (Eg. Time during curriculum to reflect on emotional needs/character development. Pictures of people throwing masks on the floor. Student reflect on experiences and discuss with the class whether actions are appropriate.)

2. CCE lessons (Eg. Pictures and news articles provided for discussion. Racist comments by ex-NTUC director used as discussion point.)

3. Debrief (Eg. After an outing, students reflect on what they liked or disliked about the outing. Providing their feedback of the session.)

TG4 G6

2020-08-18 06:24:33 UTC

1. Developing manipulative skills. (Eg. Students are given blocks or playdoh to handle during free play. They are allowed to construct what they want so as to be able to assess their gross/fine motor skills.

2. Project work – Students have to apply their knowledge to given task.

TG4- Group 5

2020-08-18 06:25:06 UTC

Open-ended activity
Subject: Literacy
Topic: Family tree

After student had learnt about family tree, they can be tasked to draw and decorate their family tree on a piece of paper to reinforce their understanding.

TG4 G6

2020-08-18 06:25:16 UTC

1. For non-verbal students, they have picture cards to help them to communicate their needs or to prompt with instructions.

2. To develop emotional language - teaching of emotions. To identify and label each emotion using videos, pictures, role play. This is to allow them to communicate how they feel and subsequently what they need.

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 06:57:45 UTC

Student Profile:

Primary 1 / High Ability

Hands on activity - Sensory Play

Opportunities to explore:

Experiencing sand, exploring different sight words

Discover:

A student has an idea of a sand pit. However, no prior experience in playing sand.

Making connections:

Teacher conduct and sand play activity to expose the student in playing sand

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 06:58:28 UTC

Stages of development: Concrete Operational

Before sand play:

Child could only guess using descriptive words.

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 06:58:43 UTC

Teaching the characteristic of sand

Texture: Soft vs Rough

Colours: White , Grey, Brown, Black

Purpose: Build sandhouses, build sandcastle and plant

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 06:59:33 UTC

Activity: Teacher brought children to a beach to experience the real sand:

texture
colour
building structure

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 06:59:44 UTC

Activity: Teacher conduct an activity to expose student with 2 different types of texture:

use of real sand
use of kinetic sand

In this activity, the child is able to differentiate which of the items is sand from the beach through hands-on activity.

e.g. Using the sense of touch, real sand is coarse while kinetic sand is soft.

Through the new experiences, students existing schemas are modified and new information is learned.

e.g. There are other types of sand besides those from the beach

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 07:00:05 UTC

Activity: Building Sand Castle as a group.

Before they start, as a group they do a recall on their prior experience while at the beach.

e.g. Build the same object from each type of sand.

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 07:00:21 UTC

Teamplay

Group of 5 people:

Each member will be assigned to a roles listed below:

Time keeper
Logistic Manager
Team Leader
Scribe
Presenter

Collaborative learning activity:

Discuss how to make sand into 3D shapes?
Think of other tools that can be used to support the building of objects using the sand.

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 07:00:29 UTC

Scribe will record the discussion.

Worksheet:

Which sand can hold without adding anything to it?
Why do you think the other sand needs an extra tool to hold it together?
Which of the two sand do you prefer when building objects? Why?

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 07:00:51 UTC

Presenter will present to the class of their:

What they have known?
What they have learnt and discovered during their group work?
How can they improve ?

TG3 Ismail, Jasarina, Asilah and Iswari

2020-08-18 07:01:01 UTC

Self reflection activity: Two stars and a wish.

Student will choose two stars from the list

I like….
I enjoyed….
I learned...
I used...
I wrote/said/read...
I’m proud of myself because...

Student will choose one wish from the list

I would like...
...was difficult
I tried to use...
I would like help with..

TG5 (Group 2: Subha, Vanessa, Claron, Fadilah, Li Boon)

2020-08-18 08:50:04 UTC

Students applying FCE knowledge to outdoor cooking during CCA.

They already know that they need fire to cook the food. Using their experience in FCE knowledge they categorise and organize the food items based on, duration of cooking and if cooking is needed

TG5 (Group 2: Subha, Vanessa, Claron, Fadilah, Li Boon)

2020-08-18 08:50:40 UTC

Students applying FCE knowledge to outdoor cooking during CCA.

Modifying an existing schema to create new one.

Making fire. In FCE they used a gas stove. In outdoor cooking they are challenged to create their own sustainable fire and stove.

TG 3 Group 1

2020-08-18 09:02:03 UTC

To provide students with opportunities to practice functional skills in real life settings. These real life situations have external and internal factors where students have to face and reflect on. This experience of problem solving allows them to learn better as they connect it to their prior knowledge. According to Piaget, classroom learning should be student-centred and accomplished through active discovery learning. And also, the teacher should facilitate learning and rather than direct tuition.

TG 3 Group 1

2020-08-18 09:02:35 UTC

To assess the students in the beginning of the year to have a better understanding of their current proficiency level for Language and Math and other skills. This gives the teacher an idea if the child has improved/regressed from the past year. Based on this, the teacher chooses the curriculum and constructs the IEP accordingly. Piaget’s theory also emphasizes on the evaluation of the level of child’s development in order for suitable tasks to be created.

TG 3 Group 1

2020-08-18 09:03:27 UTC

Recently, I remember that I was teaching the Colour; Orange. So in planning the lesson, we look into what items are in the orange category. We show the students things around them that are orange in colour. This i would think created a schema for the students to organize orange items around them and relate it to the colour “Orange”

TG 3 Group 1

2020-08-18 09:03:55 UTC

With reference to the example above, as i was teaching the students another colour object (e.g. Blue). I will show them is this Blue object “Orange”, this would have disrupt the original schema (Orange) and thus the student would need to go through the process of equilibration where they need to make a new accommodation for the object which will then lead to a new schema or folder for Blue Objects

TG 3 Group 1

2020-08-18 09:04:27 UTC

I remembered a P2 Mathematic teacher taught the concept of .In order to teach the abstract concept of meter and centimeter , she gave each student a measuring tape to measure few items in class such as length of student table , Mathematic textbook;For the topic on , the same teacher gave each group a weighing scale.The group would then decide on the items to measure.They were required to guess the weight of the items before weighing.

TG 3 Group 1

2020-08-18 09:04:54 UTC

A P4 Mathematic teacher observed her class had difficulty in understanding and had confusion on denominator and numerator.The teacher divided the class into 5 groups of 6.Within the group , the students were to share what they knew about the Fraction and clarify any doubts from groupmates. At the end of the session , the Mathematic teacher would select a representative from the group to share what she had learnt.

TG 3 Group 1

2020-08-18 09:05:14 UTC

Higher level thinking requires students to really understand a concept, not by repeating it or memorizing it. Teachers can encourage students to elaborate their answers by asking the right questions that make students explain their thoughts in more detail. Encourage students to ask questions, e.g; ask the student to look at the picture and focus on the details. Then, ask him/her to make inferences based on what they see in the picture. Teachers can also encourage students to use creative thinking where students invent, imagine, and design what they are thinking. Using creative senses helps students process and understand information better.

TG 3 Group 1

2020-08-18 09:06:28 UTC

It is important for children to be confident - thinking outside the box. Children need to be excited by what failure teaches them about how to approach a problem. Creativity is important in every area and subjects – science, maths, language etc. – wherever your child’s interests lie, being confident creators will help them succeed. For example, storytelling encourages one to build up their mental skills, language, self-discovery, communication, memory and creativity.

TG 3 Group 1

2020-08-18 09:08:59 UTC

Vygotsky believed that language develops from social interactions, for communication purposes. Vygotsky viewed language as man's greatest tool, a means for communicating with the outside world.

In acquiring a language, Vygotsky suggested, children gain a tool for thinking. As he put it, ‘Children solve practical problems with the help of their speech, as well as with their eyes and hands’ (Vygotksy, 1978, p. 26).

For word problem, students need to have language to understand and solve it. Sometimes, teachers give pair work to work together to solve it.

TG 3 Group 1

2020-08-18 09:09:17 UTC

Reflecting on one’s work enhances meaning and connects with previous learning, with what you already know. It also acts as a form of feedback for both the teacher and the student. It guides students’ in their learning and understanding.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:30:46 UTC

Teaching of PECs (pictorial exchange communication system) - "Drink"

Teach PECs by showing the picture and immediately the concrete object (assimilation). Let the student have the freedom to point to different PECs and the teacher to show concrete objects immediately. Explore
To provide an opportunity for the student to use the "Drink" picture to exchange for a bottle of water. Discover
In different contexts, make the "Drink" PEC readily available.

For example:

During snack time, display "Drink" and "Eat". show "Drink" and give water bottles to the students. (to let student discover the meaning of “Drink”)
During play time, display “drink” and “ball”, if the student chooses/point to “drink”, offer a water bottle immediately to make/strengthen connection with different contexts. (accommodation)
Use different adults to further strengthen the connection of the “Drink” PECs to create generalisation. (accommodation)

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:35:45 UTC

Sensorimotor stage: When a toddler experiences the world through senses and actions. Playing games such as Peek-a-Book helps the toddler to develop their understanding on object permanence and Tactile play (playing with Play-doh or slime) helps to develop their motor skills and creativity.

Preoperational Stage: In this stage the child starts to have symbolic thinking. Children of this stage are egocentric because they are unable to see the world from others’ point of view. At this stage, games like role-playing will help the child to overcome their egocentrism. Hand-on practice with the use of shapes and letters will also help to build on their symbolic representation.

Concrete Operational: The child begins to understand concepts that are attached to concrete situations. Children of this stage are between the age of 7-11 years old. They begin to understand the concept of conservation. Activities such as pouring water into 2 different cups of the same volume but different shape and size helps them to develop their understanding on conservation.

Formal Operational: Children in this stage are able to have hypothetical and theoretical thinking. They are able to make abstract logic and reasoning. Inferential questions such as “Mary is shorter than Tom but Mary is taller than Jane, who is the shortest?” can be used to differentiate between children in the concrete and formal operational stages. Children that are still in the formal operational stage can draw conclusions and answer the question without the use of the manipulatives or drawings. Children in this stage can also use concepts learnt in one context and apply it to another.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:37:43 UTC

Using the “Drink” PECs example.

When we present a water bottle every time the student points or gives us the “Drink” PECs, we are building schemas. This repetition of action and 0-second delay are helping them to associate the PECs and object together.

When they experience it in different contexts and with different adults, it will strengthen the schemas.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:39:02 UTC

uilding on prior knowledge on “pouring” action for a student who learnt how to pour water into a cup from a jug independently.

When the student is learning to pour, the amount of water is less than what the cup can hold. Environment is set up for the student to experience success.
Give more water than what the cup can hold. To create opportunity for the cup to be overflowed and the student has to clean up every instance.

To overcome this, the student has to learn to control the amount of water poured into the cup.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:39:46 UTC

Teaching a new concept in Math like angles in a triangle add up to 180 degrees.

The teacher gave cut-outs of triangles.

Explore:
With the triangle, the teacher asks the students to work in pairs and show the class how to explain angles in a triangle is equal to 180 degrees.

Discover:
After a few minutes, the teacher then gave a clue that they can cut the 3 angles that they see in the triangle. For them to do this they must have some prior knowledge about angles.

Making connections:
Some of the students may discover that when they line the 3 angles together, they will make a straight line, thus 180 degrees.

Create:
The teacher then gives the class other different types of triangles and asks them to check whether it is true for all triangles.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:40:25 UTC

After a lesson (i.e Community-based Instruction),

Beginner:
Recapping through Powerpoint
Teachers recap with students about their experience through a Powerpoint slide with authentic pictures taken during lesson so that students can relate.

There will be a simple quiz at the end of the sharing from teachers to test students’ understanding on their experiences.

Cut and paste to correct sentences
Students are given a range of authentic pictures taken during the lesson. They are expected to cut and paste the pictures to the corresponding sentences.

Beginner-Middle range:
Journaling
Students are engaged in journal writing to express what they have learnt;
- What they saw
- What they experienced (Purchasing, queueing, travelling, money transactions)
- What they learnt (Different payment modes: Cashier, ez-link, Kopitiam card)

High range:
Mind Maps
Students are expected to write down their experience in mind maps and share with their friends upon completion.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:40:59 UTC

Usage of Edmark books
Academically/ Literacy context
Based on students’ level of understanding, teachers can evaluate and test their learning through learning logs on the appropriate Edmark worksheets.

Answering 4W1H (Where, what, who, when) questions after lesson/ activity
Simple quiz questions through powerpoint slides with authentic photos embedded in it

Developing skills through challenging activities
During a PE lesson, teachers set up a physical activity course which consists of 5 different stations. At every station, students are required to choose the correct word used from a range of word choices, during the CBI lesson that they experienced.

In this way, students will reflect and relate accordingly.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:41:27 UTC

Teachers can ask the students to work to research a given topic.

For example, for a Science class, students are to do research on the water cycle. After researching, students are to make a model of the water cycle and present their learning to the class.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:42:02 UTC

Beginner:

When a teacher verbalizes a word, a student is expected to give the accurate pictorial representation.
Matching familiar pictures to words.

Beginner-Middle range:
Providing sentence strips for students to use when they are required to request/ communicate to teachers and friends either in an authentic setting/ lesson-based setting.

Some examples:
1. Teacher Rashidah, may I rest, please?
2. It was nice playing playdough with you, thank you, Raymond!

Middle-High range:
Students are given different sets of sentence phrases and they are expected to select the correct sentence phrase to be used to their friend/ teacher when given the context.

An example:

Situation:
A friend accidentally spilled his drink during a meal preparation lesson.

Sets of sentence phrases given:
1. You are so clumsy, hahaha! Teacher Rashidah, look at this! Raymond did this!
2. Oh dear, Raymond. It is okay, accidents happen. Let me help you clean it up!
3. That is wrong of you! Boo! Teachers are surely going to scold you.

Using this context, students are expected to choose the correct and appropriate sentence phrases to exchange conversation with friends/ teachers accordingly.

GROUP 5 (Kayden, Sophian, Farah & Rashidah)

2020-08-18 09:42:39 UTC

During camps, there are those team building games where students need to complete an activity like when they need to climb a high wall with just their team members within a time limit.

We let them try out the wall without much thinking time and most of the time they would fail in their first try. After the failed attempt, time is provided for them to reflect on the first experience and to try again. They will continue to reflect at every failed attempt on what went wrong and what can be done better.

After every attempt, the team gets closer until they manage to finally do it. At the end of the activity, time is given again to reflect on what failed at first and how did they manage to achieve it at last.

TG3 Group 3 (Elaine, Suzi, Shaz, Aline and Nisrin)

2020-08-18 10:24:41 UTC

Learning should take place in safe and conducive environment in such that the students are able to understand slowly by the use of concrete representations and pictorial cues to connect to abstract concepts. Teachers to assist as facilitators in questioning and exploring the young minds.

TG3 Group 3 (Elaine, Suzi, Shaz, Aline and Nisrin)

2020-08-18 10:34:20 UTC

Observe and assess the students' milestone and how to support their learning by using the different intervention strategies. To build the teacher-student rapport so that students will be more motivated and engaging in their learning. Running records of guidance and support are to be documented before another assessment can be done.

TG 4 Group 5

sri_09 — 2020-08-18 12:16:10 UTC

Before teaching the students a new list of Sight Words, the students will have a pre test. The pre test gives the teacher an opportunity to evaluate and comprehen how much her student knows.
After the Pre- test, the teacher design the lesson to meet the students' needs. These having the sight words paired together with visuals so that it gives a clearer understanding for the students. Teacher can also provide worksheets with varied levels of difficulty to challenge high functioning students.
Using manipulatives such as dough letters and magnetic letters to revisit the lesson of sight words in a more engaging and developmently appropriate manner

TG02 (Grp 3)

2020-08-18 12:38:04 UTC

Example 1: Project-based learning, students apply skills to complete/ solve a given project question or theme.

Example 2: Allow students to choose their own story to write/ math questions to complete.

Example 3: Extension questions (eg challenges, puzzles) that allow students to apply learnt skills in a new context.

TG02 (Grp 3)

2020-08-18 12:38:41 UTC

Example 1: Project-based learning, students learn and work towards an end-goal. Example 2: Provide scaffolding to allow students to experience success before letting students try the work independently. Example 3: Posting a challenge/ question at the start of the class for students to work towards solving.

TG2 Group 2 (Nadiyah, Casper, Amira, Jia Wei, Ben)

2020-08-18 14:04:26 UTC

Learning through play/ Purposeful Play:

Using manipulatives, sensorial items/play for the introduction or an extension of the lesson/concepts. It will emphasize on purposeful play as they explore and make connections.

Example:

A sensorial sight word tray, where child is to spell the sight word given by using the tray of sand using their fingers. A child will learn the word rather than sounding out, blending or segmenting as sight words you can’t sound it out using conventional strategies. Frequent practise through hands-on will help the pupil to memorize and spell the sight words.

TG2 Group 2 (Nadiyah, Casper, Amira, Jia Wei, Ben)

2020-08-18 14:06:58 UTC

Observation is one way to take note of the child’s learning or developmental. Observation can be done in different settings such as inside/outside the classroom or during 1-1 sessions, as well as across different subjects. Other tools that can use to access the pupil is via diagnostic tests, baseline data and inputs from teachers that work with the pupil.

Example: Determine the child’s reading readiness by conducting DIBELS. It’s a progress monitoring that can be done weekly. From the results, you can design the lesson based on the child’s current reading age and how to scaffold to better support the child to slowly move to be his appropriate reading age.

TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 14:07:32 UTC

Scaffolded practical worksheet to help students understand the concept of heat energy. For example the greater the volume of water, more heat energy is needed to increase the temperature. Keywords will be omitted from the sentence. Scaffolding comes from Vygotsky theory of the zone of proximal development.

Students are then put in groups to complete the scaffolded worksheet. Upon completion, students carry out hands-on experiment to test this new concept. By carrying out the practical experiment requires the access of schema and both assimilation and accommodation from Piaget's theory as the previous worksheet have already given students the knowledge and recorded into schemas of the individual's mind. Carrying the experiment transits (adaptation) between assimilation and accommodation as students process the concepts they have learnt into real life situation of heating up a beaker of water.

TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 14:08:53 UTC

Wear an apron with a large print of the human digestive system. Students can point out and name the different organs in the digestive system. This assesses the preoperational stage of cognitive development. Students only see and tell.

Starts every lesson with a simple verbal quiz/activity of the concepts taught in the previous lesson. For example, teaching the human organ systems. Teacher asks the functions of the digestive system/draw the digestive system of the whiteboard, students are to fill in the blanks or explain to the class. In this way, students learn from what their friends understand. This way of informal assessment assesses the development of students' knowledge (concrete operational stage), they are able to understand the information that was taught.

The difference in both activities assess the different stages and also assesses the knowledge stored in the schema and how students assimilate/accommodate the concepts.

TG2 (G3)

2020-08-18 14:44:08 UTC

Maths: Congruent and Similarity Figures

Congruent and similarity figures have different concept. Student is to identify congruent figure around them and discuss. Then teacher will show similar figures. Let the students find out the difference.

TG 2 Group 3

2020-08-18 15:20:27 UTC

Reflection means putting insight into the experience one gain that will make the learning last. I have seen teachers:
1. Use journals for pupils to write down what they learnt today. This helps the pupils to consolidate their learning for the day. I think this has the same effect as sharing of a few takeaways and the check out cards.

2. Reflection checklist. These are usually given to students at the end of their learning experience and it usually contained 'survey' kind of questions. It could be scales question to open ended question that really question the insight gain for the lessons.

TG2 (G3)

2020-08-18 15:29:21 UTC

There are different types of mode of transports. Children may be able to identify cars, plane and ship. Are they able to identify that car does not drive on air or sea but only on road? The disequilibrium happened when we gave the children a car and plane and ask them to categorize between land and air.

TG 2 Group 3

2020-08-18 15:33:02 UTC

I have seen lower primary pupils doing show and tell. I believe this is one good example of how educators are developing pupils' language. The reason is simple. Show and tell helps the pupils feel confident and comfortable speaking in front of the crowd ( public speaking) .

The pupils as much as being very young learners, have to learn to plan their speech, using vocabulary with a certain degree of difficulty as well as descriptive language. They are also required to ask questions or being asked, therefore further strengthen their insights gain for this experience in learning.

TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 16:08:10 UTC

Teaching of Addition or Subtraction

Just teaching 5 + 2 = 7 may be quite abstract for students who may still be trying to understand the concept of addition.

By using concrete objects i.e. Legos to show the relation of addition e.g. 5 legos and 2 legos, put together = 7 legos would better illustrate the concept of addition to students.

To reinforce the experience, we could also arrange a story through role playing and add in opportunities for practice of addition skills through using different items / toys / food that students like.

TG: 5 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 16:09:49 UTC

Social Emotional Learning lessons on Roles in the Community

Teacher to teach about the different common roles in the community, such as Bus Drivers, Cleaners, Cashiers and Cooks/chefs. Photos are attached in the teaching to show them some characteristics to the roles and association to it.

During outings, to reinforce the teaching by arranging opportunities for students to interact with cashiers, bus drivers, cleaners etc. With the new experience obtained, it will help in creating new meaning for students with existing pre-experience with the group of people.

Taking photo of the interaction and ‘debriefing’ it with the students after outing to reinforce learning - how students interacted with above mentioned group in the community.

TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 16:10:52 UTC

Teachers can give students real life problems related to Maths for them to brainstorm and solve together in a group.

Teachers can then offer guidance and help them along the way, also paying attention to whether their solutions are feasible and reasonable.

They may be stuck along the way, which is beyond their zone of proximal development (ZPD). This is where the teacher comes in to provide scaffolding where they can be successful under a More Knowledgeable Other (MKO)

TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 16:11:42 UTC

Students often have a hard time determining what is the nets of a particular figure.

While teaching the topic of nets of figures, the teacher could provide students with the nets manipulative for them to explore. First, the teacher can provide a few examples for each figure, after which students can then explore on their own for the other possible combinations.

In most cases, exploring the nets manipulative, students will have a better knowledge and understanding on how to determine the net of a figure because they can then visualize the net when presented with the questions on paper.

TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 16:12:37 UTC

To provide opportunities for students to read books or materials for an activity for them to have hands-on experience linking their experiences to writing and reflections in groups of 2 (Pair work).

For example:

We can have students read a recipe on cookie making, then we let them make cookies based on the recipe and then after that write about the experience of making cookies. As they work in pairs, they learn from each other.
Read a book on cats and make paper origami cats and then reflections after making paper origami

Note: Pairing can be done in a way where one student has a better language capability than the other student

TG5 Grp 2 (Li Boon, Fadilah Binte Muhammad, Subha, Vanessa Quek Yan Lin, Tay Kia Loong Claron)

2020-08-18 16:13:17 UTC

To give students time to reflect on their experiences or learning

(Group work, 2-3, one with higher language capability with a middle ability student and a weaker student so students can learn from each other)

Examples:

Students work in groups of 2-3 on

Draw comics with speech bubbles
Journals
Guided writing

TG2 - Group 3 (Nisrin, Shaz, Aline, Elaine, Suzi)

2020-08-18 17:43:49 UTC

During my stint I was assigned to a Sec 1 boy with Language Disorder. During my interaction with him, he will never verbally reply me. Instead he shrouds his shoulder whenever I asked anything. A few weeks after my meeting with him, I gave him a suggestion. He cannot shroud his shoulder. He can only reply me A, B or C. A - no, B- maybe Or C - yes. Everytime he shroud his shoulder I’ll remind him of his options. Then on he began to talk. One day I heard a teacher asking him something and he shroud his shoulder. I gave him the signal to reply verbally. Teachers have seen tremendous improvement in him.

TG4 Grp 3 (Celeste, Adzlin, Liyana & Suba)

2020-08-19 00:17:32 UTC

Dividing a smaller digit with a greater digit. (e.g. 2÷5)
When students start learning how to divide, it is usually using a greater digit dividing a smaller digit. Teachers usually mention it is “not correct” to take a smaller digit to divide a greater digit. But this however changes when the student reaches upper primary where they are taught that it IS possible to divide a smaller digit with a greater digit. This is also known as spiral learning.

TG4 Grp3 (Celeste, Adzlin, Liyana & Suba)

2020-08-19 00:23:00 UTC

o Teaching Math using Math manipulative.
Using Math cubes to construct a cube or cuboid to illustrate volume.
o Learning Journey to the Supermarket
Getting the students to learn about money and money sense. This includes hands-on activities using authentic context.

TG4 - Grp3 ( Celeste, Adzlin,Liyana, Suba)

Suba_M — 2020-08-19 00:25:52 UTC

Modified Language Experience Approach (MLEA)

MLEA comprises a shared experience that is linked to the Big Book ‘ The Enormous Watermelon’ that has been read. Students learn to grow green bean seeds. Through observations they construct their own knowledge and make recordings of the growth and determine why it grew well and why it didn’t , for eg. too much water or too little sunlight and reflect .

TG4 - Grp 3 ( Celeste, Adzlin, Liyana, Suba)

Suba_M — 2020-08-19 00:27:30 UTC

Math lesson on Fractions

Students use the 3-2-1 exit slip strategy to reflect on their learning experience. They will write three things they learned from their lesson on fractions. Next, students write two things they liked or two interesting facts about the lesson. Finally, students write one question they still have about the lesson.

TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

2020-08-19 00:28:52 UTC

Celebrating Racial Harmony Day

Students coming dressed up in different ethnic costumes. Some would be in ethnic costumes that the local Singaporean students are not familiar with like a hanbok (Korean), ao dai (Vietnamese) or Baro't Saya (Filipino). This creates situations where the students would get curious, interact and learn what the costume is and where it originates from. Teachers can then get the students to share with the class or with each other about what they have learnt.

TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

2020-08-19 00:32:14 UTC

Inter-class Math Games Competition

Before Covid, the Math Department of my school would organise inter-class math games competition for the different levels. P3 would be playing Sudoku, P4 Blokus, P5 Math Scrabble and P6 Rummikuub. These games were selected to instill Math interest in the students but also nurture and develop the students’ higher level thinking skills through playing games.

TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

2020-08-19 00:32:55 UTC

Teaching percentage

After teaching percentage, ask the pupils how is percentage important in daily life. Example: GST, Sale

Allow pupils to Google what’s the GST rate last time (5%) and now (7%). Ask pupils to calculate what is the difference in price then and now and how this impacts people.

TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

celesteloh — 2020-08-19 00:42:31 UTC

Learning could be self-exploratory and not limited to experiences taught in the classroom. When we bring students out, we can teach them to observe things that are happening in our everyday life and build up new knowledge. Eg. When we arrive at the traffic light, we follow traffic rules and stop when it's red light but we can go when it's green light. Learning journeys are one of the common applications that we use in schools as experiential learning opportunities. Student are able to better relate to concepts through self-discovery and experiences.

TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

celesteloh — 2020-08-19 00:49:41 UTC

During math day, students are given the chance to put what they've learnt into practice. The activities range in their difficulty levels. Students are assigned according to their pre-assessment/ observations in class. (High Ability (HA), Medium Ability (MA) and Low Ability (LA) ) In each group, there will be a mix of students from the HA, MA, LA to encourage peer learning and support from their peers.

TG4 Grp 3 ( Celeste, Adzlin, Liyana, Suba)

celesteloh — 2020-08-19 00:54:01 UTC

Building schemas according to information that they already know and adding (categorising) new information to the existing schemas.
For example, in science they learn about various classification systems. Students were taught of the characteristics of the plant and animal kingdom. When a new, unfamiliar organism is introduced to them they may not be able to classify them into the respective categories, but with prompts on the characteristic of the new organism, students will identify the similarities and put the 'new' organism into the correct kingdom. They have now acquire new knowledge building up from existing schemas.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:48:25 UTC

Organise learning Journey/Site/field visits for students to connects of what they learned in class to the real world
Learning journeys; connect learning in class to real-life experiences, generalisation, more activity-based, more experiments
Interactive role play within and out of class. Creating opportunities for the students to explore new skills.
Examples: Sandwich store. Students are able to make sandwiches. Goes around school to sell it to the teachers or friends.
Science Experiments, for example learning about life cycle. Gardening - let the students grow their own seeds and observe the different stages. Understanding birth, growth and death.
Active learning can occur both indoors and outdoors. An outdoor environment helps to promote learning, engagement, and active play. Example: In my experience, for science and social studies, students now get to go on learning journeys (Singapore zoo, Chinese Heritage Centre) as well as involve in active participation, explore and make connections by using their mobiles/tablets to take pictures and attempt quizzes at different pit stops.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:51:20 UTC

Have pre and post quizzes to assess student understanding, and this information can help in designing the next lesson content.
Baseline testing using games, activities, and online games apps.
Creating life opportunities setting to test their knowledge.
Examples: Testing on the knowledge of money and purchasing goals, we can request them to purchase something for us at the canteen and see if they are able to do it. Then we see at which level they are from there we plan out our lesson.
Example: A curriculum states understanding of the processes of photosynthesis and respiration. The teacher can assess applicable prior knowledge of the students by using quizzes, kahoot or concept/mind maps. Teachers can also carry out in-class experiments to gauge the students’ level of understanding of the selected topic.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:51:51 UTC

Teaching students to play Ultimate Frisbees, first they will be taught the different way of throwing, followed by catching.
Group keywords together (eg. Group math operation keywords together).
Mind Map for the older kids, and frayer-model (a graphical organizer used for word analysis and vocabulary building that requires the student to define the term, describe its essential characteristics, provide examples of the idea, and offer non-examples of the idea).
Schedule, teach students who are older to organise their day-to-day activities.
Daily Living Routines - Sequencing. Step-by-Step guidance to which then they can apply to different settings, school and home.
A visual timetable is a schedule that uses objects, photos, pictures or symbols to show what is planned for a child’s day. There are many different types of visual timetables.
Example: Object schedules, where physical objects are attached to the timetable by Velcro: for instance, a biscuit wrapper might be used to represent snack time. Photographic schedules, where photographs are taken to represent the activities and tasks that will take place over the course of a child’s day and attached to the timetable in the correct order.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:52:35 UTC

For Ultimate Frisbees: Most will know forehand / backhand throw, introduce a less common throw called overhead/hammer throw, similar grip as forehand but it is to be thrown from overhead and at a 45 degree angle.

For example, a male student has been going to the female toilet since young because his mom always brings him in. However, now that he is a teenager, he has to relearn that he can only go male toilet. He accommodates and learns to use the male toilet.

For example, a primary 3 student may have a certain perspective about living things, that living things are objects that can move. Suppose then the student learns that plants are also living things though they cannot move on their own,he/she will now absorb/ assimilate this new information, adjusting the previously existing schema to include this new information.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:53:50 UTC

Concrete: Basket of oranges/pencil put into groups
Pictorial: Using visuals photos
Abstract: Problem sum questions
Experiential: Have to allow the student to touch. Use real and authentic context.
For example, learning the application of MS Excel in the real world context, like how to tabulate and compute the Monthly Sales, how to plot a Monthly Sales Chart.
Hands-on: Students start learning the letter sounds using sandpaper letters. They trace the letter with their fingers on a textured sandpaper inscription of the letter, learning the strokes as well as using the sense of touch to further enhance learning.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:54:16 UTC

Have group discussion during lesson time/ group project work with learners of different abilities and prior knowledge. So they can support each other in their learning.
Having the student to do reflections about their experiences/things that they have learnt
Journalling, for example after their ADL lesson of making sandwich examples. They can start to do their journaling by writing down the ingredients, the steps and their feedback for the recipe. After that they can present their journal to the class. This at the same time helps to do a recap on the lesson and works on their communication.
Think-Pair-Share is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading.
Think: Students think independently about the question that has been posed, forming ideas of their own.
Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
Share: Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students' ideas have become more refined through this three-step process.
Example: Having project group work/discussions. For social studies, the teacher divides the class into different groups. Each group is given a festival celebrated in Singapore to research on and discuss as a group. Within their groups, they are to share their experiences, find photos and information together. After a few sessions, each group has to display their findings by pasting it on a vanguard sheet and presenting it in front of the class. Teacher then assesses them and awards them marks.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:55:10 UTC

Games like Bingo, Scrabble, Puzzles,Chess, Quizzes, Kahoot, Sudoku are some examples which can be used for higher level thinking activities which helps with intellectual development. Provide guidance when necessary and like most activities, it can be learned and with practice, higher level thinking skills can be increased too.

Problem-based, enquire-based learning, and discussion for high level thinking.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:56:00 UTC

Painting, Lego, sand-play, drawing, playdough are some examples of open-ended activities. These exemplify the proficiency which open-ended activities can strengthen their cognitive language, social and interaction skills.
More group projects, and less teacher-directed activity which will help students to construct knowledge and understanding.
Students to lead, plan and implement an outing class / VIA, teachers only to facilitate and guide.
Example of open-ended activities in classroom: P2 students make drawings/paintings on their learning journey upon returning, which are then displayed on their classroom notice boards and pasted on classroom walls. Many of their illustrations include their experiences, what they saw and what they learnt from the outing enabling them to construct knowledge and understanding.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:56:25 UTC

Daily interactions with teachers, peer or family members
Guided reading
Comics (sarcasm, understanding it)
Daily News, keep them updated on daily news and have reading out loud.
For the one who is unable to read, teachers can provide visual support such as pictorial images, videos or songs with text based on the news or topic.
Students are to pick an article (from newspapers or internet) and rewrite or summarise the article in their own words. This exercise helps them to develop their language skills and also reflect on their own thinking, interpretation and understanding of what they read.

TG2 Group 1 Haylee, Suhailah, Mui Huan, Shantha, Kohilavani

2020-08-19 02:56:49 UTC

At the end of each lesson, have a debrief session for them to share their lesson takeaways.
Personal journals where students reflect on their own learning.

KWL Chart where students get to write down on the printed graphic organiser about what students, in the course of a lesson, already know, want to know, and ultimately learn. The acronym stands for "What I Know," "What I Want to Know," and "What I Learned."

TG5 Grp6

2020-08-19 03:00:07 UTC

Reflection journals

Pupils were encouraged to do reflections on their own learning, especially for subjects with abstract concept like Character and Citizenship Education and Language.

This process will allow them to build and reinforce their schemas. Pupils were posed with guiding questions and facilitated by the teacher to tease out prior knowledge then assimilating them.

Library programme

Classes are allocated library periods for pupils to explore new knowledge or reinforce existing knowledge, on top of many other benefits.

Teachers guide these sessions frequently depending on the purpose; to explore new content or finding information related to a particular topic.

The ownership of learning falls into the hands of the pupil, and they will enjoy the perceived freedom of picking out any book they want.

TG5 Grp 6

2020-08-19 03:01:26 UTC

Formative Assessments

Teachers use a variety of tools to identify pupils’ baseline. This will determine which activities and what levels are suitable for the pupils.

A tool that is commonly used in school is the ‘Traffic Light’. There are 3 pages in Pupils’ Handbook that are either red, green or amber. Each colour corresponds with their level of understanding; green means understand, amber means not too sure while red means the pupil is not able to follow at all. It is a fast, effective and non-disruptive method to quickly gather feedback from pupils.

Teachers can then modify their teaching accordingly. They can also use the information to plan for the next lesson, whether to move on the next topic or do a revision to ensure pupils are able to grasp key concepts.

Tg5 Grp 6

2020-08-19 03:01:53 UTC

| Mind maps and concept maps A common strategy used in school is mind mapping. This exercise starts of with a given topic. Pupils will contribute ideas, experiences and words related to it. It is similar to how the mind build schemas, though not exactly alike, and it provides a visual representation, making it easier for pupils to absorb. The teachers were careful to filter the responses and provided explanations for those that may cause disequilibrium in the early stages.

TG5 Grp 6

2020-08-19 03:02:16 UTC

KWL strategy

Teachers can help students activate prior knowledge and use it for the task at hand. One example would be using the KWL chart.

(What I already know – What I want to know – What I have learned)

Example

Using text to connections, students can draw on prior knowledge and experience to help them understand what they are reading and use that knowledge to make connections.

Text-to-self: Personal connections that a reader makes between the book and the reader’s own experience.

Text-to-text: Readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or on the same topic.

Eg. “When I see the gingerbread man, I am reminded of the story of Hansel and Gretel.”

Text-to-world: Readers are reminded of things that they have seen or read occurring in the real world.

“When I see the old couple, I am reminded of senior citizens in Singapore who are still working to make a living even at their old age.”

TG5 Grp 6

2020-08-19 03:02:57 UTC

Virtual reality experience

Students will be able to apply what they have learned in school to solve real-world problems. An example is the use of virtual reality to learn road safety that is currently being implemented in Metta School.

In the classroom, students are taught the theory of road safety, such as traffic lights and signs. Thereafter, the students are brought to the Virtual Reality room where students are presented with various scenarios which they may encounter in their daily commute. They are given opportunities to practice decision making to gain familiarity with various traffic routines in a safe environment through simulation. Teachers are also able to observe and give instant feedback on students’ performance.

Moving forward, students get to apply what they have learnt during monthly social competence outings where students get to navigate real-world conditions.

TG5 Grp 6

2020-08-19 03:03:34 UTC

Group discussion and gallery walk in class

Students divided into groups and tasked to discuss and be “experts” on a certain concept/topic. After discussing and sharing ideas with their own groupmates, they will write/illustrate it on construction paper. These construction paper will then be pasted up at different corners of the classroom. A representative from each group will be stationed with their pasted work and will explain the concept to the rest of their classmates who will go around to view their work.

(For students who require high support)

Teachers can guide for interactions to happen between students. E.g. going through feelings for social emotional lessons. Can get students to share with their classmates how they feel and why they are in that state of emotion. Model language/communication for student to interact with their peers.

TG5 Grp6

2020-08-19 03:04:06 UTC

Kahoot quizzes, riddles & puzzles

Encourage students to explain or provide reasons why a particular answer was given. It will make them think about the answer and in the process, link prior knowledge to assimilate the schema.

Another method that is commonly used in school is to recall and rearrange the sequence of a particular story or process which elicit similar thinking process as mentioned before.

Role-playing will get students to act out appropriate actions or behaviour that they should present in a particular situation. It provides a more concrete example for them to emulate in their daily lives.

Other examples include well-structured Kahoot quizzes, riddles and puzzles to provide intellectually challenging questions using different media.

TG5 Grp 6

2020-08-19 03:04:30 UTC

Presentations & designing a poster

After teaching a topic, assign a task that allows students to apply what they have learnt. For example, after teaching students about housing around the world in Geography, get them to give a short presentation/design a poster on which country they would want to settle down in.

Their decision should be based on their prior knowledge, what has been covered up to that point and personal experiences, if any.

TG5 Grp 6

2020-08-19 03:04:46 UTC

Think-pair-share & Small group discussions

Students should be provided ample opportunities to share their views and questions in class. Most importantly, there should be an understanding between students and the teacher that there is no such thing as a stupid question, and the assurance that every question/valid opinion is safe from ridicule.

This empowers students to ask more, learn more and develop confidence in speaking up and using the right words to bring their point across. Think-Pair-Share and small-group discussions can be used for this.

TG2- Grp 3 (Nisrin, Aline, Shaz, Elaine, Suzi)

2020-08-19 03:05:09 UTC

Student’s bag is in a mess. My mentor sorted out his worksheets and bought him a file with dividers so that it can be sorted out based on subject. Student understand that in future he is supposed to file in his worksheet according to subject. When Sem 2 came, he has a change of subject. He did not see the label for his new subject in his file thus chug it aside untidily in his bag. Therefore there is a disequilibrium here. After which we scaffold him to label his file on his own for future use.

TG5 Grp 6

2020-08-19 03:05:16 UTC

Exit tickets and journals

Students should be given time to reflect to consolidate whatever learning has taken place. It can also be an avenue for students to list any questions that might still have that were not addressed during the lesson. Some self-reflection tools include exit tickets and journals

TG2 Group 3

2020-08-19 03:26:55 UTC

In a series of withdrawal sessions to help a student with social needs, we used role-play to help the student develop conversation skills.

In one of the sessions, the room was transformed into the canteen. A teacher acted as a classmate. In this case, it was someone the student wanted to befriend.

They sat down and pretended to eat. The teacher “classmate” started to talk to the student. During the conversation, the teacher “classmate” began to explore a range of topics that the 2 students can talk about at their age.

The student became comfortable and began to talk to the teacher “classmate” and realised that conversations is actually possible. In the process, the teacher “classmate” demonstrated on how to begin a conversation, guided the student on how to hold the conversation and how to end it in an appropriate way or move on to another topic.

In subsequent sessions, the student was also taught how to initiate invitations to play together through role play.

TG4 (Group 1)

2020-08-19 03:30:57 UTC

Learning Journey (LJ) is a platform for experiential learning where students can be actively engaged on the ground. Be it a visit to the museum, historical sites or the wetlands, a child’s sensory stimuli to explore and make connections will inevitable be ignited.

Free play during recess and hands-on activities within and outside the classrooms are other means of active learning process.

TG4 (Group 1)

2020-08-19 03:31:42 UTC

| An Individual Education Plan (IEP) planning helps to assess student’s abilities for academic placement and determine the appropriate level of instructional teaching approaches. Such assessment will ensure that activities and contents designed are developmentally sound with the learners’ age, language proficiency, learning ability all taken into due consideration. Also, with spiral progression, students are banded based on their prior assessment with results from their secondary schools to their respective modules factored in for content/curriculum appropriateness.

TG2 Group 3

2020-08-19 04:10:17 UTC

To apply social skills learnt in a series of withdrawal sessions, the teacher arranged for recess appointments with the student after each session.

At the recess appointments, the teacher sat at the canteen table with the student and his classmates. The teacher took on the role of a classmate, initiated conversations and modelled talking to other classmates in front of the student. This continued on for several weeks until the student was observed to be able to initiate and hold conversations on his own.

At the end of the intervention, the student has successfully made friends with many of his classmates.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:44:46 UTC

Technology as a tool to explore concepts and skills that will assist children to develop and understand the concepts being taught.

For example:

Using Kahoot as a pre/post assessment on topics that have been taught. Fun and engaging way for pupils to have a friendly competition while reviewing their concepts.

This can be achieved by an engaging lesson where students’ participation is highly encouraged. There should be more than one form of expression. For example, if I asked my students what they had done over their weekend, they could either write me a story or narrate it to the class or they could present it in a form of a drawing.

A whole lesson of one-way teaching where the teacher is the only one providing information should be avoided and students should be actively engaged and involved through activities which requires them to think through the process and be able to discover new learning experiences independently.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:47:55 UTC

Students can be tested on decoding of the words in a short and simple text, and then they can be checked for the understanding of these words. Some students know how to read the words but have no comprehension of its meanings. Some students understand the meaning of the words but are unable to decode the words and are not able to read them. By identifying the areas where help is needed, lessons can be created accordingly.

By assessing their level, it will enable teachers to prepare learning resources suitable for the different types of students with different learning capabilities that can further help them to understand the context of topics taught at their own level and pace.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:48:55 UTC

2020-08-19 11:49:18 UTC

Pre-test to assess the level of a child's ability to read sight words. For Primary 1 students, we can start off with Grade 1 sight words and if the child did not meet the benchmark, we can lower the level to primer or even pre-primer. Students can be tested on decoding of the words in a short and simple text, and then they can be checked for the understanding of these words. Some students know how to read the words but have no comprehension of its meanings. Some students understand the meaning of the words but are unable to decode the words and are not able to read them. By identifying the areas where help is needed, lessons can be created accordingly. By assessing their level, it will enable teachers to prepare learning resources suitable for the different types of students with different learning capabilities that can further help them to understand the context of topics taught at their own level and pace.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:51:43 UTC

Use of clear visual instructions and level of representation of individual learners, organise their learning through the use of powerpoint, journals, worksheets and filing system.

An example would be “Learning file” where students are provided with all visual cues such as pictures & words learnt from the topics which can be referred to as and when they like and serves as a reinforcement of the context taught.

Draw out a simple mind map to capture what the student has learnt in the lesson. Write down in point forms in notebooks key takeaways.

Mind-mapping works very well in most students I have taught where I divided the class into 4 groups and gave each group a word or term that has been taught previously. I then gave them some time to brainstorm and to create a mind map with everything that is associated with the word or term taught previously. Thereafter, they either had to do group presentations where they presented their ideas on what they have learned and the other groups could feedback on whether they are right or wrong and to add in if they have missed out on anything. This can be done the same way through a game called Round Robin where each group would move to the next group to correct their answers and to add on if any.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:53:02 UTC

A young child associates anything that is round to a ball. The parents will need to disrupt this schema and introduce other objects such as bubbles or balloons so that the child will be able to assimilate and accommodate the new knowledge.

Teachers can also get an understanding of their students’ knowledge of a culture or a group of people. Once they have the understanding of their schema of the above-mentioned, these teachers can then disrupt the schemas by coming to class dressed as someone of a particular culture and explain/roleplay what their “culture for the day” is by introducing the cultures and their background to the students, so that they learn better through these roleplays and additional videos being shown.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:54:02 UTC

Using video to introduce pivoting in basketball followed by a step-by-step instruction by teachers. Students will look and imitate how pivoting is being done.

Introducing these students to field trips to the diverse industries. Examples would be farms, nurseries, supermarkets to experience real life situations.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:55:17 UTC

Using video to introduce pivoting in basketball followed by a step-by-step instruction by teachers. Students will look and imitate how pivoting is being done.

Introducing these students to field trips to the diverse industries. Examples would be farms, nurseries, supermarkets to experience real life situations.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:56:49 UTC

Structure social experiences and interactions in daily schedule - e.g. recess, outings, helping friends and teachers in a task.

Peer sharing/learning sessions/class presentations followed by Q&A sessions so that the students can explain to their peers in order to encourage peer learning.

Peer tutoring can be carried out where a student who has understood the concept learnt well enough and is then able to explain it to his/her peer

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:57:45 UTC

Allowing students the time and opportunity to problem solve when he or she is stuck or requires help, structure tasks that require more than 2 steps instructions. Have the students participate in pair or group work.

By gradually introducing more problem based learning activities in class, and guiding them as required.. This could be a lead up to gauge these students if they are able to apply what they have learned given the various problem solving situations/scenarios.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:59:00 UTC

Creating activities that promote individual ideas and concepts such as project work, group work, group presentations, design projects, drawing, painting, use of physical exercise to learn about teamwork, collaboration with others.

By using multimedia, a video can be shown without the ending, allowing the students to construct an appropriate ending. This can be done through peer sharing or classroom presentations. Similarly, this can also be done verbally with any topic of discussion followed by roleplays to make the lesson more engaging and impactful.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 11:59:51 UTC

Developing their language with respect to their expressive and receptive ability. Understanding of information through auditory or visual, expressing their thoughts and feelings or needs and wants through written words, picture exchange, high tech communication devices.

One example would be to use “I DO, WE DO, YOU DO”. In order for the teachers to understand how much their students have comprehended of the lesson that they have taught, it is best that they teach the students using e.g. visuals in the form of pictures (real things brought and presented in class or via multimedia) or roleplays where these teachers act out a situation in class with the higher functioning students or by showing them videos on examples. “You do” is where the teachers go around scaffolding the students whom couldn’t understand the “I DO and WE DO” parts. For teachers to know that their lesson has been well delivered and well received, to test on their students’ problem solving skills, the problems can be slightly tweaked but they can be guided.

TG 5 - Vahini, Zak, Gianna, Yuerui

2020-08-19 12:00:12 UTC

Providing time for reflection can be done through writing in a reflection sheet given, having a group discussion and sharing their thoughts and feelings, expressing one’s experiences through drawings and acting out.

Allowing students to reflect on their experiences allows them the time to go through their thought processes, what they have learnt, how they have performed a certain task, why they did what they did, and if given another opportunity, how will they want to do it differently or better.

By reflecting, they are given the opportunity to share with their peers and their teachers on their experiences. This can be done in the form of journal entries where their teachers can provide them with constructive feedback for these students to understand what went well, what can be improved and what they should take into consideration the next time around.

Reflection can also be casually and verbally in front of the class after a lesson where a new topic has been taught and they were exposed to new types of activities. Through this, they can share what they enjoyed and what they have learnt.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 12:53:38 UTC

Building students’ foundation on the number 0 by incorporating students' interests and routines. Parents were encouraged to help their child understand what zero means by incorporating this learning into their daily routines at home (e.g, snack time, play time, etc).

Using objects that students are familiar with, parents slowly take away/put some objects, each time asking their child how many objects are there. When there are no more objects left, parents to emphasise to their child that zero means nothing/no more/empty, etc.

By making connections between Mathematics and the child’s daily routines, it can help facilitate a better understanding of the content taught.
School conducts learning/experiential journey / field trip as an extension to what has been taught in the classroom. Students learnt beyond their knowledge in-depth.
Math Trail activities provide opportunities for pupils to have meaningful learning experience that relevant to Mathematics in real life.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 12:58:40 UTC

At the start of each year, Physical Education department will conduct a psychomotor assessment for all students. Based on the results, we can identify skills which students are weak at. Therefore, activities are designed aiming to improve the students’ skill. There will be another assessment in Term 3 to assess the skills again.
In-class support will be observed over a certain period on affected student for the purpose of collecting baseline data; to determine the appropriate support that can be planned for them. Results may vary and if it is a genuine problem as originally reported.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:01:46 UTC

Every week, students are given a Weekend Journal to complete. In this weekend journal, we provide students with some explicit questions. This helps students to organise their thoughts and experiences before writing them down into words.
A simple platform that can organize their thoughts through mind mapping that begins with 5W1H.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:02:40 UTC

To prepare for Circuit Breaker, teachers have to come up with HBL packages for students to do exercise at home. Students are introduced to Zoom and have to login during certain days and time so that the teacher can observe the lesson. Through this experience, both teachers and students learned how to adapt to changes and continue with curriculum.
In Math, introduction of fractions can be built upon prior knowledge vs real life contextual images example using pizza.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:03:43 UTC

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:07:40 UTC

Have students get into groups to share among themselves what they have learnt from their experience from camp and coming up to present and share among peers
Have a group of students to play games which can test their on their social skills, teach and correct behaviours while in a social setting.
Play a game of memory match it - cards will be faced downwards with words they have learnt and they will need to match it with the correct answer (eg: What is the definition of Diabetes?)
Students planned and organised day activities for the residents that visited Sun Love Home, as part of their VIA. They designed games, organised and scripted their dialogue. They did ice breaking and interacted with the residents by checking on their well- being. As the residents were made up of mostly elderly, they cautiously planned to ensure that the activities were filled up with fun and laughter. This project was student self-directed.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:09:24 UTC

In team building activities, present challenging situations to students. Students have to communicate with each other to think and solve problems. Teachers can provide hints and guidance to assist students in developing higher level thinking skills.
Amazing race around the school compound during Math week where questions were crafted using IQ knowledge. Each answer will lead them to the next venue. But with a tweak of differentiated learning for different streams.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:10:04 UTC

Students went to Botanic Gardens for an outing. Each group was given a list of tasks to complete. They have to work together as a group to find the location and perform the task (e.g. form the longest line and take a photo). This helps students to think creatively, listen to one another to understand their suggestions.
FCE students to plan and come up with a recipe/dish that can help to lower obesity or diabetes in teenagers. This will allow them to do research and understand what ingredients and cooking methods will be best to use and carry out.
During Secondary 1 orientation, an activity called “Get Lost” were conducted for them. They were given a map of the school to get to know at least 10 rooms, which they might visit frequently. For each location found, they would be task to do a simple “tabata”. Students were rewarded a stamp pass for every location visited and healthy snack bite at the end of the activity.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:11:51 UTC

After events (e.g, March Holidays, Chinese New Year celebrations, racial harmony day, etc), students will be given a reflection activity to complete. In this activity, students are required to draw out their favourite part of the event and share how they feel about it by colouring in the smiley faces. At the start of the year, students were only told to draw their experiences, but as the year progressed, they were also encouraged to write about what happened and subsequently, sharing about it to the entire class.
Practicing the basic skills. One conventional way is reading newspaper. Students will be given choices to read on the articles that may interest them. Have it cut out and paste into a book journal/compilation on their own. Student will need to choose and highlight the words/phrase/idioms/ of interest from the article and find out the meaning through any means. Redeveloped the chosen word/s by rewriting using their own sentences. Based on Vygotsky theory, this method required scaffolding. As this may gradually build up their understanding in developing languages, school needs to work together with parents to create consistency and child’s confidence.

TG3, Group 3: Annabel, Derrick, Hairunnisa, Joan Anne, Maslina

2020-08-19 13:12:34 UTC

At the end of each day of overseas camp, students are told to reflect and what and how they can contribute to the community.
Ask students to create a timetable for the week and to account for every hour they spend on; this will make them think and reflect on how they spend their time and what can be improved on

TG4 Group 1

2020-08-20 04:02:39 UTC

Language is an ongoing learning process irregardless of the child’s age. For primary students, the concept of “Show and Tell” encourages the child to relate a story or describe more information of the picture.

For secondary students, other platforms such as “Speech and drama” will also articulate their individual’s skills.

TG4 Group 1

2020-08-20 04:04:06 UTC

Reflection is a good indicator to gauge a child’s level of understanding of a topic. It should be done in a timely manner. For examples lessons like CCEs or FTGP, after giving the children the lesson or awareness (eg about covid-19), ask the child questions pertaining to the “Dos” and “Don’ts” of the topic.

A teacher could also reflect personal issues like what they have done on the past week on 1 on 1 basis or with peer discussions.

TG 4 (Group 1)

2020-08-20 08:16:52 UTC

Providing students with physical experiences in order to understand concepts. For example, in groups, student build a race car from scratch. They get the freedom to design their race car. They will understand what the race car needs for it to function. (Secondary 3 after-school project).

Maths - Budgeting Skills

Example 1:
Students practice in class how to give change and spend within a certain amount. Students will use play money. They will understand the concept of change when they see the money that is returned to them vice versa. Students can also practice this skills at an in-school "supermarket" where the roles are cashier/customer. They get to experience the authenticity of shopping on their own. It also allows retail students to practice their retailing skills.

Example 2:

Have a café where the students can interact with the customers (school staff, parents, students).

TG 4 (Group 1)

2020-08-20 08:24:51 UTC

Allowing students to practice the knowledge learnt in a social setting.

Example: School Service Learning Project - How to make the old folks live better?

Visit an old folks’ home and interview them (what are the problems they are facing, how to alleviate their pain points etc)

The students are divided into different groups and they will go to different homes. This will result to different learning experiences.

Students are to work with whatever they already have. The groups will then find ways to improve and to provide a prototype.

TG 4 Group 1

2020-08-20 09:58:45 UTC

For Maths, the Concrete Pictorial Abstract approach can be taken to demonstrate that the Maths questions could come in a variety of presentations.

The concrete representation could first be taught to aid them in the creation of a particular schema for a particular topic (e.g. number bonds).

Then, pictorials could be used for them to build up their knowledge on the particular concepts, and to help them classify the new knowledge into the respective schemas through assimilation.

The abstract approach can then come in, to further build on their schema. While the abstract approach may be challenging for some students to grasp or to visualise, it encourages the student to accommodate the learning into their present schemas.

TG 4 (Group 1)

2020-08-20 10:20:26 UTC

To disrupt the balance by causing a disequilibrium, Maths questions could be phrased differently, with no change in the concept.

Teachers can present the same question in different formats (e.g. a number line can be presented both horizontally and vertically). The teacher will then teach an alternate way to solve the question. Thus, building on the child’s prior knowledge through a disequilibrium.

With the disequilibrium, the child will then have to assimilate the new information (e.g. vertical number line) before they can proceed with solving the Maths question, through accommodation where they alter their existing schema to include solving questions on whole numbers using a vertical number line.

2020-08-20 13:49:23 UTC

TG4 Grp 1
Questioning techniques can be used across all subject, and these techniques start quite young.

Eg: A grp of 6 yr old were given a mini project on building their own ramp with different materials. Maths skills and Creativity were targetted. Instead of the teacher giving the necessary and specific materials, students were allowed to explore and ask qns. They went through lots of trial and error figuring out if different kind of materials affects the speed of the objets and use a variety of materials.

In this instance as the kids are young they are guided along their thinking process.

TG 4 Grp 1

2020-08-20 14:03:40 UTC

Using questioning techniques across all subjects to increase their maturity in answering question.
Questioning techniques start off from a young age.

E.g: A group of 6 year old explored how to build their own ramps with different materials. Instead of giving the students the specific materials, the students were guided to explore. What would affect the speed of the ramps. Students were not judged, for example, a student thought colour might affect. Another student though about the material and texture. This are the questioning that we can see running thru the students' mind.

2020-08-20 14:34:32 UTC

TG 4 Grp 1
Art lessons are one activity where students get to construct knowledge and understanding.
Students are given a theme of blending or texture. They get to figure out how they would want to go about the blending and finding out the different textures. Thus they do not just listen to what the teacher has to offer, but also explore on their own.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:50:08 UTC

Example 1: A colleague teaching the word & concept ‘Under’. Gets students to dress up in a detective outfit, gives him a mission to look for items on a list. She modelled looking for the items under shelves, tables, mats etc. Students learnt to do the same, & made connections with the abstract word ‘under’ by being actively looking for the items and successfully understood the concept.

Example 2: A mentor teaching about the meaning of the opposites “Soft” and “Hard”, “Rough” and “Smooth”. She used the objects for the students to touch them and this helped students understand the concept. Then she asked them to sort objects into the desired groups. It helped the students read the words e.g. Soft and Hard and connect things to the correct words.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:51:05 UTC

Example 1: When selecting goals for students, teachers assess the student’s physical milestones/stage of physical development (e.g. ability to do imitation of 2-step gross motor actions), to see the skill level that the student is currently in. This helps to ensure that the next goal planned out is developmentally appropriate (e.g. progress to longer sequences of gross motor actions) .

Example 2: Conduct trigger activities like KWL chart, Kahoot quizzes before conducting lessons to ascertain prior knowledge of topic of subject. From there, quick assessment of students’ knowledge and tweak lessons to adjust.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:52:11 UTC

During art lessons, the art teacher intentionally associates different concepts and items during each session. Students learn new objects (paint, sponge, paper, glue), new verbs (roll, paste, fold), new concepts (e.g. different colours). So this whole set of new knowledge is being organised into the schema of Art.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:52:23 UTC

New secondary 1 students learn about negative values. Example: 2 minus 3 = negative 1

Their prior knowledge is that it is always a smaller number being subtracted from a bigger number. They have always known only regular numbers. The concept of negative numbers is foreign to them. Therefore, it disrupts their schemas and they will have to learn through this new concept.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:52:50 UTC

Example 1: Personal experience during primary school days: Teacher used concrete example to demonstrate abstract concept of Density. We were all involved in hands-on activity; to mix oil & water, let it settle & observe the difference in densities.

Example 2: Concrete: Using real and concrete objects to count (e.g. counting 5 buttons)

Pictorial: Representing the objects in pictures (e.g. drawing 5 circles to represent the 5 buttons)

Abstract: Using the numeral symbol to represent the objects counted (e.g.Writing the number 5)

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:53:07 UTC

Students discuss a lesson about ‘same vs different’. From the example of using flowers, Child A comments that Flower 1(yellow petals), and Flower 2(red petals) are the same. However, Child B tells Child A that because Flower 1 and Flower 2 have different coloured petals, that they are different in that way.

Child A’s schema is challenged, and they learn from Child B through that interaction.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:53:28 UTC

Students have the base knowledge of the History of World War 2. They are given inference questions to challenge them to further criticise the snippet of knowledge that they already know. Example: Question asks ‘Do you believe that the bombing of Pearl Harbour was a catalyst to America joining WW2? Why or Why not?’

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:53:52 UTC

For science lessons, students already have good knowledge of the habitats of different animals. Students are then assigned a project to build diorama with all the animals placed within the diorama.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:54:36 UTC

At the end of each session of our NED109, we get to have 10 mins of reflection time where we think about what we've just learnt, digest the information & make meaning out of the experience. It was also suggested that teachers can include time for student’s reflection & discussion after service-learning sessions in order to make the experience meaningful.

TG2 Group 1 (Charlene, Diana, Ji Wei, Fai, Gobi)

aqilahshafie — 2021-01-19 05:55:24 UTC

Teachers use visuals to help students out a word/visual to things(especially useful for non tangible things) . By doing so, the child is able to associate words to certain actions/behaviours and reflect on it.

For example, when we teach danger and safe visuals to a child. Once he is able to recognise the visual, teachers can use that to teach him the concept of danger. When the teacher uses these visuals on certain instances, they will be able to associate these actions to the concept of danger. Eventually they will be able to reflect on what they have learnt and practice safety measures.

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:17:02 UTC

Incidental teaching (e.g. toileting, wash hands routine, tie shoelace, greeting) - to create opportunities for skills to be taught in the real word setting, and connect meaning of the skill based on the context.

Leisure areas in class (eg toy, sensoy, puzzles)

Play tables at cafe for students to play during recess in an open table concept. Students observe each other play, opportunities to practice play and social skills, and learn from each other. Apply learnt/learning concepts with teacher and peer’s support.

Exploration trail/hands on experiment - Going to frog farm, observing tadpoles up close, holding an adult frog (Life cycles and body parts)

Engaging in role-playing/debates/short demonstrations to explain concepts taught.

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:17:42 UTC

Assessment at the beginning of the year to know the skill level of our student, and identify what needs to be taught. Assessment is also conducted consistently throughout the year to track progress of student

Level of difficulty of the assessment is tailored to the age of the students.

Students not required to finish all questions or activities. They able to do at their own pace comfortably. Extra activities prepared for students who finished quickly so they do not spend their time idling

Activities assigned should be at the kids’ levels. E.g., getting students to colour/write when their motor skills are not yet developed for such tasks.

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:18:50 UTC

Recap portion during the teaching. To recap their known knowledge (same topic) to link (and continue the lesson with) what is to be taught.

Worksheets on a particular topic within a subject can be handed out to students to work on where the worksheet contains helping words and pictures of different categories.

Organising learned knowledge or skills in the form of Mind Maps, tables, step by step, visuals etc

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:28 UTC

Select learning goals to build on existing schemas, then

task analyze learning goal

Conduct explicit teaching on the steps of learning goal using the selected teaching strategies (e.g backwards chaining)

Introducing new nouns, vocab or grammar

Introduce new scenarios to prompt thinking (E.g. Can I cut the pizza in this way, will it still be a fraction, are the parts equal?)

Introducing new formulas/methods one can use in solving a problem (e.g., in math).

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:32 UTC

Applying money skill in numeracy to buy snacks at café/class mart

Teaching proposition, using concrete objects to give example + hands on to experience.

As students and teachers, we have conducted science experiments which helps us/them understand theories through very hands-on experience.

For example, plant science experiment was conducted during lesson to help student have real life experience on plant growth.

Making use of actual money , if not, print outs of money (notes & coins) to create count activity for the student to provide the concrete touch.

Use of manipulatives or concrete activities before moving on to solving pictorial or abstract questions

(E.g. Stacking of wooden cubes to find volume, placing number discs in their place values, measuring weight of objects using weighing scale)

Using concrete items (e.g., a physical analog clock made out of craft materials) to teach abstract concepts such as time and physical number lines to teach abstract concepts such as addition and subtraction on the number line. (e.g., either the concrete object itself or a real-life number line where students can jump from point to point)

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:35 UTC

An activity during group time when teacher does a debrief of the day or event that happened

Pair work where the knowledgeable peer /other support the learning of the learner and provide the social aspect through opportunity for interaction

As students, we have participated in CIP at homes, schools, community clubs and different organisations. After the event, student volunteers would sit together to conduct a sharing session to discuss what they have learnt and felt during the program. Teacher to be the facilitator to give feedback where necessary.

Conducting debrief session during Literacy/Numeracy/Science camp at the end of each day to facilitate learning. Discussion will be done in groups and the groups will different each day.

Teacher organised the class into groups and started a mini competition. Given questions to discuss as a group and answer for points. Encourage participation and interaction.

Getting students from different backgrounds (and hence, different skills sets) to group together, discuss and share ideas.

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:37 UTC

Allowing students to problem solve an issue they are facing instead of helping them immediately

Making use of activities such as crossword puzzles or Scrabble and tracking the students’ progress and achievement.

Changing the structure or language of the questions differently, adding an extra step to solve previously mastered questions

Giving more brain teasers that can encourage higher level thinking.

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:38 UTC

Paste different numbers on cut-out cardboard boxes and have the question, “Do you have 2 X 5?” on the board. The students are to collect their answers and place them on their tables.

Addition activity: WIth the number of the day (e.g. 8) students collect the counters and create different addition equation based on the number of counters.

Drawing activity. Let the students draw to “How do you feel today?”

Minimise the use of “Yes/No” questions, but ask open-ended questions (“How was your day, what happened today” instead of “Did you enjoy your day”)

Games such as Marble Run; it involves collaborative or individual efforts to build the longest track for the marble to travel along before it reaches the ground. This allows students to learn concepts/skills such as: problem solving, trial and error, engineering something from scratch, creativity, etc.

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:41 UTC

Model words students can say or model thinking/problem solving for student by talking out loud

Use pictures or concrete objects to visually represent unknown words. For examples, visuals (at the student’s level of representation) to learn the language (terminology) of topic.

Use jig to guide students in procedural activities.

Encourage speaking in complete sentences instead of a single word (“May I go to the toilet please” instead of “Toilet”)

Use pictures or concrete objects to visually represent unknown words

TG2 Durrani, Li Juan, Nicole (Chong Min Fui), Umairah, Lydia, Ben (Young Yao Rong)

2021-01-19 10:19:44 UTC

Asking (open and close ended) questions after teaching a concept and pausing for students to think

Reflection on iPad/Book creator after a school event or learning journey, questions asked include what the students learned today, how to apply it to various situations in the future etc.