|Subject and Level:||Higher Tamil Language – Year 2|
|Theme and Sub Theme:||Creativity|
|Topic:||The Strong and The Weak (வலியதும் எளியதும்)|
|Enduring Understanding:||Students understand how to think critically and read between the lines.
Students understand how a simple analogy enables one to convey a concept easily without having to write a lot.
Students understand how to show empathy towards those who are physically weak and/or have difficulties in learning.
Do not hurt people who lead humble lives.
|Subject – Specific Skills||Writing Skills – Analogy writing as well as how to create curiosity in the reader. Creative and Critical thinking.|
|Pedagogical Focus / Lens||Think – Pair- Share, Bloom’s Taxonomy,
MI – Developing logical-mathematical Intelligence
Grouping by Readiness
The class were divided into three different groups based on their ability and interest. (more…)
|Name of Teacher||Mrs Rachel Pang|
|Atomic models evolve over time and facilitate better prediction and understanding of atomic interactions.|
|Curricular or Pedagogical Focus / Lens
This lesson is the 3rd lesson on Atomic Structure. In the first lesson, the students have learnt the definition of isotopes and sub particles of an atom. In the second lesson, the students researched on the history of the atomic model based on their scientist chosen.
The activity is designed for collaborative learning & differentiated instruction is used so that students would stay engaged. (more…)
In an Education and Career Guidance (ECG) workshop that was conducted during Good Practice Day in my school, I have shared with the teachers on the tools and approaches to having ECG conversations with students.
This workshop aims to equip teachers with knowledge and skills though hands-on activities, focusing on how to integrate education and career guidance in their lessons or general interaction with the students. This will be helpful when the students are faced with decisions on subject combinations, engaging in external opportunities, or when they would like to link what they are learning in school with the world of work.
The tools and approaches will help teachers be able to know more about the students’ interests and aspirations, and how to help them make informed decisions for their future academic and career journey, as well as using industry information and resources in lessons. (more…)
Science Inquiry-based lessons share five essential features, namely learner engages in a question, learner gives priority to evidence in responding to questions, learner formulates explanations from evidence, learner connects explanation to scientific knowledge and learner communicates and justifies explanation. All these aspects of inquiry-based lessons could be teacher centered, teacher driven, teacher guided and student centered depending on the readiness of students. (more…)
#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.