1 – 2 E21CC facilitation questions to improve the discussion and learning.​

(b) [5 mins] Share your insights and ideas with your group members.​

(c) [5 mins] Select two E21CC-infused activity ideas as a group and add them in Padlet.​

The students have to watch old documentaries on early settlers, read related articles and listen to related audio clippings before role-playing the characters. This will form the crux of the discussion in class.

Explores possibilities and generates

novel and useful ideas . Inventive Thinking : Can ask them questions like : What are some different ways we could use to solve this problem?

• Can you think of at least three possible

ideas/methods/ solutions?

This has been infused into the music SOW to foster creative thinking by exploring possibilities in creating music. Students need to think out of the box to collaboratively work on their assigned work.

What instrument can best demonstrate the dynamics of this piece of music?

Collaboration Skills

Science experiment activity - especially in science lab - students are required to work together in a respectful manner so as to achieve the end product of the activity. Teachers will normally assign roles to the students and they need to navigate their ways in trying to get work done in the midst of disagreement.

How can we show respect when we disagree with someone's idea?

• How might someone with a different viewpoint see this issue?

e.g. allowing students to try to think from different POVs, giving a more rounded respond. this also cultivates empathy in the students.

1) How does Percentage connect to what we've learnt before in Decimal & Fraction?

[Applying Knowledge]

2) How can we use what we've learned in Fraction to solve this Percentage word problem?

3) In future, when attempting a Percentage word problem, what is one step you can try (related to Fraction) first?

FTGP : Communication

Lesson on Net/Barrier game: Include the above question to deepen students’ discussions on their strategic decisions during a Badminton game.

Communication

● What can we do to keep an open mind when listening to differing opinions? Understanding Different Backgrounds

● How do your background or experiences shape your view on this topic?

Critical Thinking

Guiding Thought and Decision-Making Moral Reasoning (CCE)

● Why did you choose to act in this manner?

● What would happen if everyone thought or behaved like you? \

● Why do people think/behave like they do?

Making Connections

●      How does this topic connect to what we’ve learned before?

Science has many scenario-based questions that lends itself naturally to encourage students to apply knowledge.

Applying Knowledge

●      How can you use what you’ve learned previously in this scenario/problem?

In CL lessons, students often provide simple answers. To encourage deeper thinking and more complete responses, comprehension and oracy lessons can include E21CC facilitation questions where students build on their peers’ answers. This helps to co-construct a more well-rounded and comprehensive understanding.

Building on Ideas

● What can we add to this idea to make it more complete?

Collaboration Skills

• How did your individual roles contribute to the success of the task?

ML ALP performance:

Adaptive Thinking:

• What connections can you make between this story with your relationship with friends?

Defining Roles and Responsibilities · What roles do we need in our group to complete this task? · Which role would you like to take on? Why? · What is each person’s responsibility in the group? · How will we make sure everyone understands their role?

Before we start the group writing exercise, we can ask the questions above to set some expectations to the class.