#Open Classroom 13: Differentiated Instruction for Learning Badminton in a Physical Education Class
Lesson focus: Forehand Overhead Clear (Badminton Technique)
Objectives:
 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 & 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》
Lesson Objectives:
 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.
Lesson Overview:
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…)
#Open Classroom 10: Problem Variations as a form of Problem Posing in Mathematics
The idea of problem posing in Mathematics is not new.
Past studies on Mathematics problem posing has shown that problem posing strategy could be perceived in various ways. It could be (1) a means to improve students’ problem solving; (2) a feature of creative activity; (3) as a window into students’ Mathematical understanding; (4) a means of improving students’ disposition towards Mathematics; (5) a means to increase students’ confidence in raising questions (Silver, 1994).
If teachers could vary and pose problems more creatively, by modelling these thinking processes to students and introducing the process of problem posing and problem variation to the students, we made our questioning and thinking explicit. We also model how we reformulate complex problems explicitly by variation to simplify the problem or break it down into smaller parts and vice versa, such that we are able to develop the novice or developing problem poser into an expert problem poser. (more…)
#Open Classroom 9: Crafting Learning Goals
Lesson Focus
The lesson was on crafting of learning goals for a unit on “Singapore in the International System”. The unit’s learning goals were divided into two levels: Understanding Goals and Learning Goals for knowledge and skills. The underlying belief is the need for clarity of learning goals and for learning goals to be owned by students themselves.
Lesson Objectives
Students will understand:
 the key content areas of the new unit and how it is structured;
 the unit’s Understanding Goals (UGs) and why these are significant;
 the Learning Goals (for knowledge and skills)
#Open Classroom 8: Differentiated Instruction & Inquirybased Learning in a Mathematics Classroom
Topic/ Unit: Secondary Two Pythagoras Theorem
Textbook: Shing Lee – New Syllabus Mathematics 2 Textbook eBook
Lesson Objectives: Students will be able to:
 Identify a rightangled triangle and its hypotenuse.
 Define Pythagoras’ theorem.
 Investigate and verify the Pythagoras’ theorem.
 Apply Pythagoras’ theorem to solve problems. Find the unknown side of a rightangled triangle when other two sides are given.
 Solve reallife problems involving rightangled triangles using Pythagoras’ Theorem.
Teaching Strategies include:

 Differentiated instruction
 Inquirybased learning
#Open Classroom 7: Team Based Learning in a Mathematics Classroom
Topic/Unit: Secondary 2 Scales and Maps
Lesson Objectives:
Students will be able to:
 Compute the actual length and area of a place given the scale and measurements on a map/model.
 Compute the Representative Fraction (in the form) or scale of a map (in the form 1: n), given the measurements and actual length/area of a place.
 Derive the area scale from the linear scale (and viceversa).
Lesson Strategies:
 Flipped Classroom via Ace Learning
 Team Based learning via MCQ with scratch cards
* MCQ is crafted to bring out common mistakes in calculation of scales and maps as well as any misconceptions. (more…)