Post your homework in the correct drive (Under LY and Joylynn by 10 May 2024.  

Some of the HW involves you teaching your class, so don't leave it till the last minute!

Have fun with the differentiation: See you on 20 May!

Some of your responses are rather general and needs to be more specific.

Think back to your responses and see if you can now come up with more substantial or focused answers!

Suggested time allocation: 3 hours in total, with a max of 45 mins needed for each task.

Please note that the self-paced Nearpod lesson needs to be completed IN ONE SITTING. Do NOT close the browser before you have finished the lesson or you will have to sign in again and restart.

I. NEARPOD Course (On Conceptions of Giftedness and Identification & Characteristics of Gifted Learners)

To access the Nearpod course, join at https://app.nearpod.com/?pin=ih49l or go to join.nearpod.com and key in the code IH49L.

1. Complete the Pre-Course Survey.

2. Read the case study of Esa and answer the questions that follow. 

3. Study the Differentiating Model of Giftedness and Talent.

II. OPAL MLU on Concept Teaching

Access this MLU: https://go.gov.sg/concept-teaching

III. OPAL MLU on Critical Thinking:

Access this MLU: https://go.gov.sg/critical-thinking

IV. OPAL MLU on Creative Thinking:

Access this MLU: https://go.gov.sg/creativethinking

Thank you for working on the above. We look forward to seeing you soon!

Lei Ying and Joylynn

You will need to refer to these to design a differentiated lesson for your HAL learners which incorporates strategies you have learnt.

Ensure you are logged into your icon email.

Locate your group folder and then the folder with your name. Please upload your homework into your folder. Ensure that your file / documents are named in the following format: 

1. [Class No.]_[Grp no.]_[Name]_[School]_[description if applicable e.g. worksheet/student sample]

e.g. Class 1_Grp3_Soh Bee Zee_ABC Primary

Remember to remove student names from samples of work if you are providing them!

Task 1: Complete Pre-Course Readings on Additional DI Strategies

Task 2: Read the STELLAR Text 1.0 P6 Text "What Sallamah Didn't Know

Task 3: Complete a peer feedback for a differentiated lesson in your group.

All tasks should be completed by 17 May.

Please look at the posts under this column for Tasks 1 and 2.

For Task 3, please refer to the previous column on Post-FiDLHA I Homework.

Task 3 can be only be completed from 10 May.

Task 3 can be only be completed from 10 May.

Please read through and make your notes.

Raise any issues or questions as a post on the padlet column on the right, and we can address them when we meet.

Use a new post for each issue/query.

And please identify yourself in your post!

Start a post with your group name for your responses.

• Reading Response Circle (P3/4/5) / Readers’ Circle

  • Book discussion

  • Approx. 6 sessions

• Debate (workshop)

  • 20 pax P4 and P5 each

  • Wits and Words

• Notes: Preference for conducting such activities after school (i.e., more time and attention).

• Look out for aptitude and keenness.

• Problems: Some students are uninterested or are able to keep up with the programme.

2. Opportunities map to LoS?

• ALP sessions during curriculum

  • Students not in ALP will work on activities to help improve their SBC skills (i.e., what’s up? Magazine)

3. Programmes/ provisions for certain LoS that you would like to design/ source for?

Students can share topics of interest during the morning assembly sessions. It is part of the school’s ALP. Students will work on their own slides. At the start, there are head prefects to share first to encourage others to speak confidently.

(LoS III)

In house writing program - use the checklist provided by GEP to assess some of the p4 students. Teachers will shortlist students based on writing samples.

Vendors will craft the content and teachers will carry out the program. After that, students will join CWP by applying what they learned.

Scrabble, debate, and journalism

Students are selected based on recommendations and students’ work.

Scrabble – 20 to 25 selected P3 students.

Debate – 18 selected P4 students who can articulate well. RJC to work together.

Journalism – selected P5 students who can write well. External vendor to work with the teachers to conduct the lessons.

Some of them will be involved in competitions others will do it as enrichment.

•Debate (P4 & 5) after school (10 weeks)

•Oracy, public speaking – speaking good English campaign (P1&2) after school

•P4 Oracy vendor

• Reading Circle P5

Canberra Pri (Siti Farhana)

•Debate (P4&5) after school

•

•CHIJ Katong

•Sign up interest (journalism, creative writing, phonetics, etc.) by teachers, after school, 20 signs (P4-6)

SNGS

•Oracy

•Creative Writing

•Debate

•Essay Competition