#Open Classroom 15: Use of ICT Tools in Making Thinking Visible when Providing Feedback to Students in an English Language Lesson
|Subject:||Year 4 English Language|
|Topic:||Refutation in an Argumentative Essay|
|Lesson Title:||Writing the Rebuttal Paragraph in an Argumentative Essay|
|Lesson Objectives:||Students will be able to:
|Teaching Strategies:||1. Visible Thinking Routines
2. Use of ICT Tools
3. Formative Assessment (Feedback & Self-assessment)
4. Differentiated Instruction
Topic/ Unit: News Analysis
Level/ Subject: Year 3 Higher Chinese
Lesson Objectives: Students will be able to
- analyse a current issue from different perspectives, using suitable vocabulary and phrases from the news article.
- Write a 2 min oral report based on the news topic.
Differentiated Instruction: Cubing. Cubing (also known as think-dots) is an instructional strategy that encourages students to consider a concept/ topic/issue from different perspectives. Such strategy is useful when it is used to analyse news/ current affairs/ story character analysis or any topic/issues where students have to analyse from multiple perspectives.
How do we know whether our feedback is effective? And what kind of feedback does students find useful?
Sharing this article written by Ms Tan Yen Chuan, published on SingTeach Issue 66, Sept 2018
Lesson focus: Forehand Overhead Clear (Badminton Technique)
- Pupils will be able to return the shot using the forehand overhead clear with good trajectory of the shuttlecock to get the shuttlecock to the rear of the court.
Teaching Strategy: Differentiated Instruction (by readiness) (more…)
#Open Classroom 12: Rhetorical Questioning and Characterization Through Speech in a Higher Chinese Classroom
Topic: Characterization through speech & Rhetorical questioning
Textbook: Secondary 2 Higher Chinese text: “Kite” by Lu Xun 鲁迅《风筝》
- Students can design appropriate dialogues using rhetorical questioning and speech characterization according to context provided by the text.
- Students can enact the dialogue to stipulate an authentic environment.
This lesson focuses on the application of language skills. Students will work in groups to design an appropriate dialogue according to context by using the language skills of rhetorical questioning and characterization through speech. Using differentiated instructions, students will be encouraged to use creative thinking in enacting the dialogue to stipulate an authentic environment, and in doing so test its validity according to the appropriateness of language skills and context. The teacher will summarise the lesson by helping students achieve enduring understanding of character descriptions. (more…)