27 August 2024 6M7 (6G classroom)Maths Open Classroom by Mdm Lim Hwee Ling by

nhps_2023 — 2024-08-19 00:11:26 UTC

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Question

2024-08-27 01:06:47 UTC

What was the decision-making process that led you to selecting these 5 questions?

2024-08-27 01:08:09 UTC

2024-08-27 01:08:41 UTC

2024-08-27 01:09:11 UTC

Groups

2024-08-27 01:12:36 UTC

How were the group leaders and grouping chosen?

Chiew Hoon

goh_chiew_hoon — 2024-08-27 01:23:52 UTC

I like the deliberate effort put in when selecting the 5 group leaders. They may not be the ones who are good at Math but they have good PR skills. Students tend to listen to them if a disagreement arises.

Students are allowed quiet time to reflect on their learning strategies and the effectiveness of the strategies.

Takeaways (chelsea)

2024-08-27 01:25:54 UTC

Lots of positive encouragement and affirmation/ Specific Praise of effort
Prompt identification of students who got distracted and getting them to focus
Useful hooks to pique their interests: "Why is it that many of you got the questions correct but did not get full marks? Discuss some possibilities."
-makes them think back about their own answers before giving them the scripts, which many students would otherwise not have done.
Stickers made it really fun! The students looked like they needed some hands-on tools.
Great use of A3 sized worksheets to facilitate group discussion

Assessment and Feedback

Teacher leads students to question assumptions made “Can you assume the lines are parallel? What allows you to say so?”
Teacher helps them explore other possibilities and options "What other ways can I use to avoid being penalized for no angle referencing?”

Work of Heart

cyn_tan — 2024-08-27 01:27:46 UTC

Good to tug at the heart strings of the students to increase their motivation to listen out as they want to do better for PSLE.

Encourage students, using positive language, empowering students to share their solutions.

2024-08-27 01:28:14 UTC

Perhaps for this class we will need to lay out all the instructions before showing them groupings and giving materials as their focus dropped and did not really listen well to the instructions for the group task.

As a result, some groups were a little confused whether everyone should paste a sticker or just one sticker and some started working on the question.

cyn_tan — 2024-08-27 01:29:18 UTC

Visual cues for students - instruction sheet for each group as they can get carried away.

Selecting fewer questions for students to work on

Math is not about drilling

cyn_tan — 2024-08-27 01:29:57 UTC

thank you for breaking the mental modal that Math is about going through questions after questions by the teacher!

2024-08-27 01:33:28 UTC

The lesson demonstrated strong teacher-student relationships (TSR), creating a safe and supportive environment where students felt comfortable opening up. The group work was engaging and well-structured, fostering collaboration and active participation.

Your questioning techniques were particularly effective, encouraging students to reflect on their answers and understand their mistakes, which helps them avoid repeating them in the future. The selection of questions to review was thoughtful, focusing on common errors that students typically struggle with, ensuring that the session addressed key areas for improvement.

Overall, a well-executed lesson with clear emphasis on student growth and understanding.

Jenny Chew

Thank you so much Hwee Ling

2024-08-27 01:34:40 UTC

A huge appreciation for allowing us to visit your class. The students in the class were certainly not easy to manage and had very short attention span but they continued to proceed well with the task under your guidance. Going through papers has always been quite a tedious task for both the teacher and students but you have shown us some alternative approaches and tasks for meaningful reflections to take place.

My Key Takeaway

2024-08-27 17:30:58 UTC

In a particular group, a girl swiftly pulled out her green pen and deftly drew a green star. Meanwhile, her group mates frantically searched for green stickers, racing against the clock. Her quick thinking and composed demeanor enabled the group to complete the task within the allocated time.

In another group, a boy verbally explained his solution to the question without relying on the model drawing. In response, one of his peers noted that his non-model approach closely resembled the model solution.

Whether using a green star sticker or a green pen, or opting for a non-model solution versus a model drawing one, the original intentions and desired outcomes of the tasks were successfully achieved.

This underscores the beauty of mathematics—it has no dead ends in finding solutions.

Peak at the right moment

Bran_Ng — 2024-08-27 18:02:15 UTC

Hwee Ling, thanks so much for allowing us to have a ringside view of your lesson. I love how you ease up your students by giving them the opportunity to dig deep and search within themselves the source of hope and motivation before they started to delve into the questions.