I used to think ... now I think ...

I like how snorkl is able to capture how students reason through problems and place a greater focus on making students' thinking visible. This allows me to better understand their learning gaps and provide more targeted feedback.

The modelling of teacher demo, moving into the self-regulating of responses has shown a good development of their scientific reasoning, and their processing skills of ideas.

Now What?

I enjoy the exploration of the EdTech for the P5 sharing, which could also be done for the P3 work intended also. It is good that colleagues are moving on to explore more AI related assignments and consider how it can be tailored to suit different readiness levels of classes

So what?

This approach promotes student agency, as learners are guided to think critically and independently. The AI-driven questioning helps scaffold thought processes, especially for those who may struggle to engage or express their ideas. I see strong potential in using this tool to close learning gaps and personalise remediation more effectively than traditional approaches.

Now what?

I plan to incorporate School AI in remediation sessions, particularly for low-progress students. I will design these sessions to include guided questioning, student reflection, and independent practice using the AI prompts. I also intend to monitor how the tool influences student confidence and conceptual understanding over time.

I have learnt how the same lesson can be carried in different ways among teachers and the integration of ai to provide instant feedback. E.g. How Gillian connect previous activity on terrarium to the activity on making dirty water clean and Haryana shared on how the use of Snorkl facilitates making thinking visible and providing instant feedback and Priscilla shared on the use of schoolai to identify learning gaps of the students.

So What?

I can see how the use of ICT affordables (use of ai) help to provide a more timely and targeted feedback to the students and enriching their learning. The connectivity of past learning experience with the current learning activity enable students to deepen and apply their learning.

Now what?

I am excited to apply the learning today to classroom's teaching. E.g. ;use of schoolai for remediation so that it is a more targeted approach to close learning gaps by students. The use of snorkl will enables me to capture students' discussion and provide instant feedback to the students, enriching their learning.

I learned new ways to teach the same concept in different ways. For the Primary 3 activity, the teacher role-modelling video helped students think in a more organised way. Sentence starters and question prompts were useful, especially for students who need more support. I also found the Snorkl app very interesting. It makes students' thinking visible.

So What?

I think the teacher role-modelling video can be useful in other lessons too. It gives students a clear example to follow. The use of AI affordances like Snorkl also gives students quick feedback, which can help them learn better. They can record their ideas, which helps them reflect and also encourage metacognitive awareness.

Now What?

I would like to try using Snorkl in my lessons, especially when the topic can be abstract to understand. It could help students express their thoughts better and make learning more meaningful.

• The video and question cards were very helpful in preparing the students for this activity

• First time students were recording themselves so it was a little chaotic

• Background noise can be a little too much

• Showing of good exemplars at different checkpoints of the activity helped to direct the other groups towards the right direction

• Quality of work exceeded my expectation

So what?

• Should continue to show good exemplars to students as it is feedback where students can use that to refine their work (Feed Forward)

• Modified Learning Experience (including I-Do, We-Do, You-Do) is a good way to guide students towards achieving the success criteria, especially for tasks which are more challenging.

Now what?

• May want to explore the use of other devices such as Snorkl for students to share their ideas and they can modify their ideas after getting feedback for AI

• May also want to allow students to share their ideas in class so that they can receive peer feedback and not just teacher's feedback.

I observed a noticeable shift in students’ thinking from their initial ideas to more refined understandings after conducting the experiment. Their 'now I think' responses reflected deeper insights.

So What?

This change in thinking shows that doing hands-on activities and asking guiding questions can help students understand better. It gave them a chance to clear up any possible misconceptions and learn through thinking and exploring.

Now What?

I aim to design more opportunities for students to reflect on their thinking before and after tasks to track their learning progress.

Thanks for the insightful sharing! 🌎

I have not carried out lesson 6.3 yet but I'm at the planning stage. Based on sharing from my P4 colleagues (who had tried out the lesson plan), I will modify the part on how to demonstrate that heat is needed to cook eggs, the more heat (in greater amt of water of the same temperature), the faster the egg will cook. To make it more visible, I will do actual demo instead of getting students to watch the video. From there, I will get students to do POE and infer the concept before the moving to actual activity. In this way there is a scaffold to strengthen understanding on abstract concept of heat and amount of heat in water of similar/different temperatures.

So what:

I will monitor understanding via responses collated and questioning during activity 6.3.

Now what:

Will stretch the students' learning and provide opportunities for application of learning via SLS lesson.

Training the students to build their metacognition takes time and patience, as well as the intentional stepping back for them to consider the given rubrics so that they can review their own answer and evaluate it.

Now what?

Continue to build on the same idea in subsequent lessons so that they can bring the same awareness in reviewing their answers, even during their work in the topical worksheets.

What?

The entire experience was enriching and insightful.

Using models provided a valuable window into our students' thinking processes—how they make sense of everyday phenomena such as how blood flows through the body. It allowed us to uncover their understanding and misconceptions in a tangible way.

So What?

Engaging students in modelling supports the development of critical thinking by prompting them to ask questions, articulate their thoughts, and move beyond rote textbook answers. More importantly, it helps them arrive at a deeper conceptual understanding of scientific ideas.

The "I do, you do" approach in modelling empowers students to evaluate their own thinking and refine their ideas. For complex systems like the circulatory system, models serve as effective tools for representing the parts and organs involved, making abstract concepts more accessible.

Now What?

Incorporating models into instruction encourages students to think more critically and learn more deeply. It also nurtures important social skills, as students collaborate and follow shared norms to co-construct understanding. Ultimately, modelling shapes a richer and more meaningful science learning experience and helps students see the real-world relevance of what they learn

2) Student-centred pedagogy to align with the new syllabus, Deepen collaborative, cognitition and meta-cognition.

3) Model thinking, HP - disengaged, MP- not able to keep up

4) Making thinking more visible - for P3 and P4 and use teacher modeling. Use good examplars - Noticing

5) Pedagogy and assessments

4) Deepen students thinking for P5 and P6

2) 2 videos (loop) - Priscilla

3) Dirty water set-up (Dawn & Priscilla)

4) Students' artefacts (loop) - Dawn & Atiqah

5) Snorkel (looptops) - Haryana

5) Printed lesson plans and selected students' artefacts

Roles

1) Slides - Haryana

2) Presenter - Adelia & Jackson

3) Artefacts & Videos