Students to observe a a picture of an animal formed using tangrams.

Students show ability in identifying shapes and lines.

Lesson 2: DI (content/student readiness)

[assigned sub- groups on SLS ITT]

LA

Given a silhouette of an animal (formed by basic shapes), students using tangrams pieces to form the silhouette.

MA

Given an image of an animal,

1. students show how the image can be recreated using shapes through drawing.

2. students form the animal using tangrams

HA

Students are given sets of tangrams to form an animal using the basic shapes

Lesson 3:

Students add lines (straight, wavy, dotted...) to their picture formed in Lesson 2 to make it look more like the animal.

Lesson 4:

Students create a paper collage using cut shapes.

Using sub-groups in ITT, post the picture of the collage.

Individual members of the group add lines to complete the picture of the animal on their own.

Teachers can choose to post selected works onto Forum for art discussion.

·       Learning Objective: Vary the way sentences are written using conjunctions

·       Incorporation of DI and e-Pedagogy into lesson:

1.    e-Pedagogy: Use of Editing quiz questions to get students to work in pairs to spot mistakes on contrasting conjunctions + correct the mistake by writing out the correct sentence, where SFA will be tapped to give students feedback automatically.

2.    DI: For HA students, to extend their learning by getting them to form sentences with contrasting conjuctions

1st Blended Learning on 2nd May 2025: Reading Aloud Recording after viewing a video on fluent reading and a powerpoint presentation on appropriate pacing. Their recording was assessed by AI on the SLS.

2nd Blended Learning on PCTC: They share their first recording with a partner. Partner is supposed to give them feedback. Then, they reflect on the feedback given to them by the AI Recording as well as share their partner. Following this, they will do a second improved recording taking into account both the feedback from the AI and their partner. Finally, students do a self-assessment on: 1 Thing I've Improved, 1 Thing I Performed Well in. The improved recording will be graded by their English Teacher.

Focus: How does EdTech support teachers' PD?

Tools: SLS featuring 2 new tools

For What: To show how EdTech supports Assessment Literacy to standardize assessement standards

What to standardize: P1 and P2 Dance Assessment standards using videos samples collected from all P1 and P2 teachers

Next session (in Term 3):

Focus: The 'Why' / 'How'

1. What's wrong with pen and paper for PE?

2. How does EdTech support students' learning?

3. How does using EdTech in SLS look like?

4. Why will it benefit both teachers and students?

Consensus:

Q. Which part of our students' learning do we want to capture?

Q. How does that capturing data benefit students?

Q. How can the 'marking' of students' online work be more manageable for us?

Collaboration:

Q. Which module(s) do we want to use EdTech in?

Convincing:

Take a look at a P3 Gym lesson via SLS.

Q: What struck you the most here?

Q. Why did you say so?

Q. How was feedback given to the students?

Q. How was the feedback loop closed?

Collaboration:

Let us talk about how we want the learning to look like for a module in P1.

Objective: Reinforce TREES to build on and elaborate on their responses

Teachers will tap on one of the oral practices in the P4 Oral booklet.

Tool: SchoolAI (in SLS whitelist)

From there, teachers to have controlled prompts to guide students' thinking. Students will record their responses and receive ongoing immediate feedback (written form) to improve on their responses.

As SchoolAI provides an analysis of students' responses, teachers will be able to understand the AFGs and to follow up with a targeted activity for different ability groups.

Examples of targeted activity:

• Students lacking in vocab: Word Bank

• Students who cannot elaborate: Sentence Starters

• High Ability: Debate (Weigh the points for questions that require opinions - argumentation skills)

Objective: Reinforce TREES to build on and elaborate on their responses

Teachers will tap on one of the oral practices in the P4 Oral booklet.

Tool: SchoolAI (in SLS whitelist)

From there, teachers to have controlled prompts to guide students' thinking. Students will record their responses and receive ongoing immediate feedback (written form) to improve on their responses.

As SchoolAI provides an analysis of students' responses, teachers will be able to understand the AFGs and to follow up with a targeted activity for different ability groups.

Examples of targeted activity:

• Students lacking in vocab: Word Bank

• Students who cannot elaborate: Sentence Starters

• High Ability: Debate (Weigh the points for questions that require opinions - argumentation skills)

https://np1.nearpod.com/sharePresentation.php?code=98889c6f422f4528cc235abd3e4aa7ad-1&oc=user-created&utm_source=link

Starter:

Teacher tells students the learning objective of the lesson.

Teacher gets students to log in to the Nearpod live lesson and reactivates students’ prior knowledge of Subject Verb Agreement through an interactive video.

Students are to respond to the questions shown on their iPads whenever the video pauses.

Development:

Teacher uses the context of Stellar Unit 11: The First Day of Hari Raya to reiterate the Grammar rules taught previously and extend students’ learning of the use of Subject Verb Agreement in sentences.

Students are to use the ‘Draw It’ function on Nearpod to identify the mistakes in the writing and write the correct verb on top.

Teacher selects a few submissions to share with the class to provide feedback and correct common misconceptions, if any.

Activity:

Students are to engage in student-paced Nearpod lessons with differentiated activities for each group:

HP- Honey Bears

MP- Majestic Bears

LP- Lovely Bears

Students will key in the lesson codes assigned to their respective group. The activities are designed with different levels of scaffolding to support students’ learning needs.

LP:

https://np1.nearpod.com/sharePresentation.php?code=8be96fc5f2f9ce16ba270d72e59c387f-1&oc=user-created&utm_source=link

MP:

https://np1.nearpod.com/sharePresentation.php?code=0031e6c2dcb5a08c3a35326c2d60653f-1&oc=user-created&utm_source=link

HP:

https://np1.nearpod.com/sharePresentation.php?code=eba3c354277ccc59fb27acc64e656141-1&oc=user-created&utm_source=link

Closure:

After the differentiated activities, students will engage in a ‘Time to Climb’ game to consolidate their learning. Teacher will use responses to check on students’ understanding and identify any learning gaps that they might have.

Extension Activities:

Fast finishers are to return the iPads and complete Unit 11 Stellar Learning Sheets pages 11 and 12 if there is extra time.

Objective: Reinforce TREES to build on and elaborate on their responses

Teachers will tap on one of the oral practices in the P5 Oral booklet.

Tool: SchoolAI (in SLS whitelist)

From there, teachers to have controlled prompts to guide students' thinking. Students will record their responses and receive ongoing immediate feedback (written form) to improve on their responses.

As SchoolAI provides an analysis of students' responses, teachers will be able to understand the AFGs and to follow up with a targeted activity for different ability groups.

Examples of targeted activity:

• Students lacking in vocab: Word Bank

• Students who cannot elaborate: Sentence Starters

• High Ability: Debate (Weigh the points for questions that require opinions - argumentation skills)

Design of Toys using Magnet & Materials concepts

Critical & Inventive Thinking - Problem-based Learning (Using magnets and recycled materials to make a toy)

• What materials are you using to make the toy? State reasons to justify why the materials are used.

• Using Canva (AI function) & Padlet / SLS ITT for ideation & online discussion to create a prototype of the toy (DC7 - Digital Communication, Collaboration & Participation)

• Research - DC6 (Communication, Collaboration & Information skills)

• Building of toy prototype - DC5 (Data Competencies) Analysis & Presentation of Data) Testing of prototype using scientific method (changed and measured variable to improve on the toy)

To foster interest in HALs, we can have a discussion topic e.g. SEE experience for each chapter to get students to research, share and provide peer feedback on discussion board.