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SSS OPEN CLASSROOM 2024
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OC No.OC HostClassDateVenueTimeSubjectArea of Focus (eg AL, DI, IBL, e-Ped, SEN Support, CCE, MTV, SLS, STP)Synopsis of OC (Learning Experience, Lesson Topic)OC Participants
(maximum of 5)		Links to Recording, Resources (lesson plan, worksheets)OCH Self-Reflection
(Key Strengths & Proposed Improvements)
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01NAT6DTuesday 26/3/246D9.30 - 10.30 amEnglishGroup Work, GamificationReported Speech: Reporting QuestionsSiew Kheong, April, Rozita, Azizah, Melissa,Rich (to watch recorded lesson)https://drive.google.com/drive/folders/17bbYwhBYbRfi1rn1sqQabpwkMhoPuvBM?usp=sharing
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02Azizah6C2/4/20246C9.00am - 10.30amEnglishCooperative Learning (Round Robin) -Group Work Learning Experience: Promote Thinking and Discussion, Pedagogies: Self-Peer AssessmentOral: Stimulus-based Conversation In this lesson, pupils will be using 'Concentric Circles' which is also known as the Inside/Outside Circles to help them expand their ideas based on the theme given in a Stimulus-based Conversation (SBC) exercise. This strategy invites every student in class "to participate as an active listener and speaker". (Wright, 2015) This allows pupils to go deeper in their discussion. Pupils will aslo be given the opportunity to present their work and provide feedback for the completed piece of work.April, Royston, Geraldine, NAT, Rich (to watch recorded lesson)Norhazli
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03Yiqun6CL59/4/20246C8-9amCLVisible Thinking Routine, Self & Peer Evaluation, IBL, Blended learning, Classpoint, SLS-ITT, Oral Video Conversation. Pupils will use Thinking Routine to organize and express their opinions or feelings, use self and peer evaluation to improve their oral skills.Cherlyn, Li Shan, Rich, Candy, Zhang Li, https://drive.google.com/drive/folders/1bTZzeKXL6ieRcP2InvfEaQ3frBbYhmll
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04Timothy D'Cruz 5CWednesday 17/4Field0900-1000 hrPENon-Linear Pedagogy (NLP)This open classroom will discuss (Environmental) Task Design & Task Simplification beyond just PE. The two key points here are that: (i) to allow the student to develop the same type of information-movement coupling they will use for the full skill and (ii) we want to make sure that we still have some degree of variability in practice conditions so that the student has to learn to solve movement problems. Taufiq
Stephen		https://singteach.nie.edu.sg/2021/04/25/nonlinear-pedagogy-pe/ https://docs.google.com/presentation/d/1qH4Zpd9pGLuxtGRuBG9YKu0a2lcsGwpMsBdkWw_4Fcg/edit?usp=sharing
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05Stephen2JFriday 19/4/2024Hall 17.35am to 8.30amPEUse of Non-linear Pedagogy (NLP) To improve the pupils' general motor skills as well as motivation in
PE through the application of the principle of task variability
(in a class with some pupils with behavioural needs) 		Rich https://www.youtube.com/watch?v=XdjF7axeNLo&list=PLPK3inApraPqgv0rRuexC2bxHIlmur-7CNLP_Stephen
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06Puwen6ETuesday 23/4/2024Sc Rm10.30am - 11.30amScienceInquiry-based learning, use of modelling in ScienceScientists construct and use models to explore and express ideas, develop explanations and engage in scientific argumentation. As such, “Using and Developing Models” is a process for students to demonstrate ‘Ways of Thinking and Doing’, as described in the Science Curriculum Framework.

In this lesson, the teacher will share on how a Primary 6 topic on food chain and food web is taught using modelling. The unit begins with a case study which allows students to observe the phenomenon happening at Sungei Buloh Wetland Reserve (the environment). Anchored on a driving inquiry question, students then make use of available evidence to develop their own initial model of the food web, which is later revised when new evidence is made available. Students then engage with the model they have developed to make predictions and construct their own understanding of the various relationships that occurred within the environment. 		Herda, Christine, Pui Huang swee bee (to watch the recorded lesson)
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07Haslindah1T30/4/20241T9-10MathsLearning stations Motivate and Engage Students through Enjoyable WaysIrene,Ezri, Isabelle, Yasotha (to watch the recorded lesson)
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08Li Shan5HThursday
9/5/2024
5H0930 -1030hrMT CLEd Tech (ClassPoint), Gamificationswee bee, ka bee, Yiqun, See Ting, May May
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09Sheikh 3CTues
2/7/2024		Hall1030-1200PENon-Linear PedagogySports and Games: StrikingRauf (1100-1200)
Sherwin (1030-1130)
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10CherlynP3 LSMMonday (T3)
8 July		Comp Lab 10930 -1030hrMathsSupporting Assessment for Learning using Concrete Pictorial Approach and Exit Card and Cooperative Learning (Think-Pair-Share) as metacognitive tool to assess what pupils had learntEquivalent fractions : Use of fractional discs and maths talk moves to encourage pupils to explicitly explain their thinking process to their partner. Exit card or blooklet will be used to assess their individual understanding.Murni, Pui Huang,Cho, Junghttps://docs.google.com/document/d/19oSQHrVly0prxUNSsI6bN4vxrX9Pje1E/edit?usp=sharing&ouid=101144628693536692217&rtpof=true&sd=true
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11Jansher6H17/7/2024Hall1030-1130PEGames Concept Apprach (GCA) focuses on teaching the underlying tactics of games and the necessary performance skillsGCA outlines a five-stage lesson structure: Situational Game 1, Questioning, Developmental Focus, Situational Game 2 and Closure.

Through an invasion game, students will learn the neccessary skills to perform the tasks required for the game		rich (1030-11)https://docs.google.com/document/d/1moKC_uhv-BTonh2SWnm4gl5keAcKiyhs/edit?usp=sharing&ouid=108012306144431760453&rtpof=true&sd=true
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12Ka Bee4h17/7/20244h8.00-9.00a.mCLSelf directed learning (thinklin & sls) ,self-Peer feedbackStudents learn to describe routes using words that indicate direction and place。 Using ICT resource (thinklin ,classpoint, SLS to support student self-directed learning and student engagement in classYiqun Jia Jinghttps://drive.google.com/drive/folders/1i0PooAiOZGJZqmg8msrWr3XpQpHFEAbI?usp=sharing
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13Rauf6C30/7/2024Hall1230-130pmPESelf-Peer Assessment, Experiential and cooperative learningObjective 1: Strategic Shot Placement

Students will demonstrate the ability to send the shuttlecock into strategic spaces on the badminton court to prevent opponents from effectively returning it.

Objective 2: Hit Map Analysis

Students will use hit maps to analyze and evaluate their shot placement during practice rallies with partners. Students will engage in discussions with their partners to reflect on the effectiveness of their shot placements based on the hit maps, identifying strengths and areas for improvement.
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