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1 | SSS OPEN CLASSROOM 2024 | |||||||||||||||||||||||||||||
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3 | OC No. | OC Host | Class | Date | Venue | Time | Subject | Area 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) | ||||||||||||||||||
4 | 01 | NAT | 6D | Tuesday 26/3/24 | 6D | 9.30 - 10.30 am | English | Group Work, Gamification | Reported Speech: Reporting Questions | Siew Kheong, April, Rozita, Azizah, Melissa,Rich (to watch recorded lesson) | https://drive.google.com/drive/folders/17bbYwhBYbRfi1rn1sqQabpwkMhoPuvBM?usp=sharing | |||||||||||||||||||
5 | 02 | Azizah | 6C | 2/4/2024 | 6C | 9.00am - 10.30am | English | Cooperative Learning (Round Robin) -Group Work Learning Experience: Promote Thinking and Discussion, Pedagogies: Self-Peer Assessment | Oral: 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 | ||||||||||||||||||||
6 | 03 | Yiqun | 6CL5 | 9/4/2024 | 6C | 8-9am | CL | Visible 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 | |||||||||||||||||||
7 | 04 | Timothy D'Cruz | 5C | Wednesday 17/4 | Field | 0900-1000 hr | PE | Non-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 | ||||||||||||||||||
8 | 05 | Stephen | 2J | Friday 19/4/2024 | Hall 1 | 7.35am to 8.30am | PE | Use 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-7C | NLP_Stephen | ||||||||||||||||||
9 | 06 | Puwen | 6E | Tuesday 23/4/2024 | Sc Rm | 10.30am - 11.30am | Science | Inquiry-based learning, use of modelling in Science | Scientists 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) | ||||||||||||||||||||
10 | 07 | Haslindah | 1T | 30/4/2024 | 1T | 9-10 | Maths | Learning stations | Motivate and Engage Students through Enjoyable Ways | Irene,Ezri, Isabelle, Yasotha (to watch the recorded lesson) | ||||||||||||||||||||
11 | 08 | Li Shan | 5H | Thursday 9/5/2024 | 5H | 0930 -1030hr | MT CL | Ed Tech (ClassPoint), Gamification | swee bee, ka bee, Yiqun, See Ting, May May | |||||||||||||||||||||
12 | 09 | Sheikh | 3C | Tues 2/7/2024 | Hall | 1030-1200 | PE | Non-Linear Pedagogy | Sports and Games: Striking | Rauf (1100-1200) Sherwin (1030-1130) | ||||||||||||||||||||
13 | 10 | Cherlyn | P3 LSM | Monday (T3) 8 July | Comp Lab 1 | 0930 -1030hr | Maths | Supporting Assessment for Learning using Concrete Pictorial Approach and Exit Card and Cooperative Learning (Think-Pair-Share) as metacognitive tool to assess what pupils had learnt | Equivalent 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, Jung | https://docs.google.com/document/d/19oSQHrVly0prxUNSsI6bN4vxrX9Pje1E/edit?usp=sharing&ouid=101144628693536692217&rtpof=true&sd=true | |||||||||||||||||||
14 | 11 | Jansher | 6H | 17/7/2024 | Hall | 1030-1130 | PE | Games Concept Apprach (GCA) focuses on teaching the underlying tactics of games and the necessary performance skills | GCA 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 | |||||||||||||||||||
15 | 12 | Ka Bee | 4h | 17/7/2024 | 4h | 8.00-9.00a.m | CL | Self directed learning (thinklin & sls) ,self-Peer feedback | Students 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 class | Yiqun Jia Jing | https://drive.google.com/drive/folders/1i0PooAiOZGJZqmg8msrWr3XpQpHFEAbI?usp=sharing | |||||||||||||||||||
16 | 13 | Rauf | 6C | 30/7/2024 | Hall | 1230-130pm | PE | Self-Peer Assessment, Experiential and cooperative learning | Objective 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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