The purpose of this challenge is to encourage educators to share their innovative and best teaching practices in the areas of content, pedagogy, and assessment that can promote self-directed learners. Ultimately, we hope to foster a culture of sharing in Canberra Secondary School.


What does A-Z stand for? The A-Z descriptors are a non-exhaustive list of ideas in lesson design that supports the development of self-directed learners. It may be: 

 

To share your ideas:


We have provided some examples of what A-Z approaches that promote SDL may look like in the Padlet headings. If your lesson design comprises any of these descriptors, we would love to hear from you! However, if your lesson design doesn’t fall within any of the existing descriptors, fret not! Feel free to suggest and add on to the list. 

C:  Collaborative Learning  by Goh Shu Hui 6Jul2022


I would like to share the possible use of iPad to facilitate Team-Based Learning (TBL) on the repository: https://padlet.com/canberrass/azc. 


Team-based learning (TBL) is a pedagogical strategy that engages student knowledge through individual testing and group collaboration.


In TBL, students first complete a test consisting of multiple-choice individually (termed the Individual Readiness Assurance Test or iRAT) before completing the test with their team members (termed the “Team Readiness Assurance Test,” or tRAT). Students will complete the tRAT using a scratchcard and score themselves, reducing grading time, providing timely feedback and promoting student discussion of the correct answers.


This scratchcard can be created digitally using the markup tool on iPad and uploaded onto Google Classroom for students to download. Students will "scratch” the scorecard by using the erasing tool on iPad.

 

Benefits of using TBL:

·        Fun and interactive approach that can improve students’ learning retention and ensures individual and team accountability.

 

·        Shifts the focus from frontal teaching to active learning, where the discussion among team members allows students to compare their current understandings with those of other team members and construct new understandings.

·        Common alternative conceptions can be surfaced and addressed. Students can also help to fill one another's learning gaps.

·        Allows students to build confidence in presenting and discussing their ideas with their team members.

·        Students are given timely feedback through the scratchcard when answers are discussed immediately after the completion of the tRAT, with clarification provided by the teacher whenever necessary.

·        Students are more motivated to solve challenging questions and are less likely to give up when they encounter questions that they find challenging.


For more information, do visit Padlet under column ‘C:  Collaborative Learning’ for an example of how iPad has been used to facilitate TBL in my classroom.

C:  Collaborative Learning  by Cassendra Tay 12Jul2022


I would like to share a lesson on Peer observation and feedback (Heat map & TAG feedback) on the repository: https://padlet.com/canberrass/azc under ‘Collaborative Learning’.

 

In Term 2, the Secondary 1 classes went through a Badminton Module and a mid-point check lesson using heat map and TAG Feedback worksheet, incorporating collaborative learning and a form of formative assessment.    

 

Collaborative learning was adopted for this mid-point check, allowing students to take on both roles of player and observer – on rotation basis.

 

Using this heat map and TAG feedback, it empowered students by:

·        Increasing student responsibility and ownership of learning

·        Providing a safe environment to raise questions, provide feedback and engage in topic-related discussion with peers

·        Engaging and interactive approach to improve students’ learning retention

·        Shifting the focus from frontal teaching/self-practice to active and peer learning, where the discussion among peers allows students to fill in the gaps of one another

For more information, do visit Padlet under column ‘C:  Collaborative Learning’ for an example of how the peer observation and feedback has been used to facilitate collaborative learning and conducting formative assessment in my class. 

C:  Collaborative Learning  by Sumaya 25Mar2022


In Term 1, the Secondary 2 Literature cohort embarked on a group-based research task. Students worked in groups to analyse different sets of Unseen Poetry and presented their research and analysis to the class.

 

In a group situation, students can attempt tasks that cannot be accomplished by an individual, combining a variety of skills and expertise. This encourages self-directed learning as students are not overwhelmed by the fear of attempting a task alone. By teaching less, the students learnt more through their self-directed research with the support of their team members.

 

Working in groups empowered students by:

·        Developing their of oral communication, self-management, and leadership skills

·        Increasing in student self-esteem, and responsibility

·        Increasing receptivity to the student-teacher feedback loop

·        Giving exposure to and an increase in understanding of diverse perspectives

·        Preparation for real life social and employment situations

 

For more details including task rubrics, students’ deliverables and photos/videos of the presentations, do visit the padlet under the column, Collaborative Learning, right below the Chunk-Chew-Check-Change post. Do feel free to email me if you would like to discuss a little more about the lesson.

D: Differentiated Instruction by Felicia Lee 12May2022


I would like to share a DI via SLS lesson on the repository:  https://padlet.com/canberrass/azc under ‘Differentiated Instruction’.

 

In Term 2, 3N1 went through a lesson on Introduction to Descriptive Writing using Literary Language.    

 

Differentiated Instruction was done for this introductory lesson to descriptive writing. I had the privilege of having taught them literature in lower secondary, so I roughly know their readiness level in terms of the use of literary language, therefore I could pre set up the subgroups on SLS. I make use of the ‘sub-groups’ and ‘access’ function on SLS to differentiate the product.

 

Benefits of using SLS Sub-Group function:

·        Allows students to be focused on the questions with difficulty level pegged to their readiness level to help build their confidence.

·        DI could be done without the use of paper-pen and students can also access the lesson activity as a ‘group’ as long as that option is activated.

·        Allows teachers to provide personal feedback to their answers post-lessons.

·        Access to all lesson activities can be given to all students in the class at the end of the lesson for them to attempt.

 

Something I would do differently the next time: I would select ‘Interactive Learning Tool’ instead of ‘Free Response’ when adding the component. This is so that students can see their friends’ answers and give suggestions to one another.

 

I also recently attended the SFeD course on DI and they brought my attention to the need for adaptability. The use of this sub-group function may limit us in this aspect because we might not be able to tweak the groupings as fast as we assess their readiness right before the point they work on their differentiated task. Therefore, I would have to consider how I can get students to engage in another task if I realise they no longer ‘belong’ to the subgroup I allocated them to prior.

 

I have included screenshots of the differentiated questions for that lesson and the step-by-step guide to setting up subgroups in the Padlet. 

G: Gamification by Chen Jia Liang 11Aor2022


I would like to share a Gamification lesson on the repository:  https://padlet.com/canberrass/azc.

 

In Term 2 Week 1, 1T2 went through a lesson on conversions between Percentages, Fractions and Decimals.

 

The lesson was enacted via 3 activities using Quizizz, Blooket and a Card Game on Message Decoding (Pair Work).  

 

Benefits of Gamification:

 

I have attached the lesson plan, as well as the message decoding card game for your reference.  

H: Home Expert Groups by Stephanie Lee 29Aug2022


In term 2, I used this strategy to facilitate collaborative learning in one of my Sec 4 classes.

 

What is the benefit of collaborative learning?

-Enables knowledge to be socially constructed among students and subsequently internalised individually.

-Students also become more engaged when they work together to learn rather than having to sometimes struggle alone

This is aligned with the belief that learning takes place individually and collaboratively, as children construct and co-construct meaning from knowledge and experiences (Singapore Curriculum Philosophy)


What is Jigsaw?

-        involves having groups of students in ‘home groups’ and regrouping them into ‘expert groups’.

-        Students leave their home group and meet with other students in the expert groups.

-        Students in the expert group are to learn their material well and be ready to teach their peers in their homegroups.

-        The students in the ‘expert groups’ then return to their ‘home groups’ to work on a collaborative learning task.


This helps to promote positive interdependence during the learning process and can help improve students’ attitudes toward learning and their peers.


 For more information, do visit Padlet under column ‘H: Home Expert Groups’. 

I: Interactive in SLS by Wong Hui Yi 24May2022


I would like to share possible uses of interactive in SLS for learning on the repository: https://padlet.com/canberrass/azc.

 

SLS interactive is designed and embedded in MOE SLS lessons. The concepts are animated, and concepts are mostly introduced with a story line. Questions are also embedded in the interactive for students to check for their understanding.

              

We can tap on the use of interactive as an effective teaching tool to engage our learners and promote the joy of learning. This provides more opportunities to establish self-directed learning.

 

Benefits of using interactive:

·        Interactive can be used to activate learning for students to learn about the topic.

·        Provide immediate feedback thru the questions embedded in the interactive.

 

·        Enable self-directed learning.

 

·        Can be designed by providing additional worksheet to check for understanding by using the interactive as simulation and allow students to make observation and conclusion. Many possible ways of using the interactive and incorporated as part of the lessons.

 

For more information, do visit Padlet under column ‘I: Interactive in SLS’ for some links I used for lessons.

J: Jamboard with Google Classroom by Jeremy Tng 14Apr2022


I would like to share a Jamboard with Google Classroom lesson on the repository:  https://padlet.com/canberrass/azc.

 

In Term 2 Week 4, 4E4 went through a lesson on a Cuban Missile Crisis Inquiry: Why did the Soviet’s pull their missiles out of Cuba?

 

The lesson was enacted via 3 activities using Jamboard (Group Work) and Google Classroom (Question Function).  

 

Benefits of Jamboard:


Benefits of Google Classroom (Question Function):

 

I have attached the lesson plan with the accompanying resources, as well as the link to the Jamboard for your viewing.

 

Jamboard link click here.


L: Learning Menu by Teo Qi Wen 29Aug2022


I was inspired by the ML unit to design a Google site for the CL unit’s Reading Programme (Sec 2). Similar to the DI strategies used by the ML unit, I also included different ways for students to demonstrate their learning (product). Students can submit their post-reading reflections in the form of write-ups, audio recordings and drawings etc to gain extra points.

 

I have shared the lesson on the Canberra Curriculum Innovation A-Z Challenge 2022 repository under “L: Learning Menu”:

https://padlet.com/canberrass/azc

 

Feel free to look through the site and let me know if you have any suggestions for me to improve on the lesson!

https://sites.google.com/moe.edu.sg/cbssclreading/

L: Learning Menu by Syairah on behalf of ML unit 29Jul2022


The Malay Language Unit has adapted this strategy in the implementation of our RISE Reading Programme: https://sites.google.com/moe.edu.sg/lenteracanberra/program-membaca-rise

 

What is a Learning Menu?

·        It is a form of differentiated learning that give students a choice in how they learn.

·        It typically includes a non-negotiable learning activity that all students must complete.

·        It includes a list of learning activities that addresses the same learning goal or outcome.

·        The learning activities are planned in response to different student readiness levels and different student interests (where relevant)

·        It provides opportunities for students to choose learning activities that appeal to them.

·        It may include learning activities that provide different ways for students to learn the content/skill (process) and different ways for students to demonstrate their learning (product)

              

There are many ways that the learning menu can be adapted to our subject area. It is an effective tool to promote intrinsic motivation in our students to complete a task and encourage them to set goals for themselves as they get to select their learning activity. With varied learning activities or additional resources provided, students can explore independently and stretch their thinking at their own pace.

 

For more information, do visit Padlet under column ‘L: Learning Menu’. 

M: Memes by Tan Qi Guang 20May2022


I would like to share possible uses of Memes as means to enhance student engagement in learning on the repository: https://padlet.com/canberrass/azc.

 

A meme is defined as an image or video, typically humorous in nature, that is copied and spread rapidly through online social platforms, often with slight variations to emphasize key messages.

 

With greater use of social media platforms, memes have become an increasingly popular form of communication among the digital generations. We can tap on the use of memes as an effective teaching tool to engage our learners and promote the joy of learning. This provides more opportunities to establish interaction and rapport between teachers and students which can help to build a positive classroom culture.

 

Benefits of using Memes:

·        Memes can be used as a lesson hook to grab students’ attention and create an eagerness among them to find out more. It can also be used to summarize the key concepts of a lesson.

·        In providing feedback to students on their work, we can also tap on memes to affirm students’ work as well as to highlight common errors observed in their assignments. As feedback is provided in a light-hearted and humorous manner, this can help students to better retain key learning points.

·        Another use of memes is in facilitating learners’ demonstration of learning. For instance, students in 3E2 were tasked to reflect on their learning by creating and sharing a meme on any mathematics concept that they have learnt in Semester 1. This allows students to be creative and have fun in demonstrating their understanding of the various topics. This also provides an effective way for teachers to check for understanding.

 

For more information, do visit Padlet under column ‘M: Memes’ for some examples of memes used in my lessons along with snapshots of students’ work, as well as some ready to be used memes templates. 

M: Modelling by Asyraf Khalid 11Apr2022


I have attached in the email a poster that I have created on my lesson with the Secondary 2 Normal Technical students using the modelling strategy, I-do, We-do, You-do. This strategy is useful in giving students a clearer idea of the task at hand and helps to build their confidence to complete the task on their own. Please refer to the poster for more details on the lesson.

N: Notetaking / Nearpod  by Nurul Diyanah Misdi 4Oct2022


The Nearpod lesson was used to teach the chapter on Pyramids for the 3T1 students.

 

Benefits of using Nearpod to teach this chapter:

 

 

 

 

 

 

This is the link to the lesson:

https://app.nearpod.com/?pin=DF43D1706F5342B211EA79B4ECFB12E4-1

 

For more information, do visit the Padlet under the column ‘N: Notetaking / Nearpod’ for a more detailed elaboration on its application.

N: Notetaking / Nearpod  by Wong Mun Foong 30Aug2022


In the Nearpod lesson, I made use of several features.

 

This is the link for the Nearpod Lesson: https://app.nearpod.com/?pin=5018485B526FF62DB57A91134452D2E9-1 .

 

For more information, do visit the Padlet under column ‘N: Notetaking / Nearpod‘ for a more detailed elaboration on its application in the SS lesson 

O: Orbital revision  by Dominic 13Sep2022

As part of the revision for the secondary 4 N(A) chemistry students, I have designed this learning station style activity to help students review several topics that continue to be challenging for them.

 

What is Orbital Revision?

·        It is attempting to differentiate learners based on learning preferences and interests.

·        Students are tasked with completing a series of questions pertaining to a topic.

·        To aid recall of content knowledge, revision notes of each topic is placed at a specific part of the classroom.

·        Students are given the autonomy to decide which topic to start from and move to the respective locations. Suggestions were given on how they can decide:

o   Start from their weakest topic (needs the most energy to process)

o   Start from their strongest topic (to gain confidence)

o   Start from their interest (which topic they are more interested today)

·        Students decide whether they wish to work in small groups to discuss or to tackle the questions individually.

·        The teacher walks around to monitor the progress of each learner and address questions. Students are highly encouraged to field questions to one another or to the teacher.

·        Students need to show their completed work to the teacher and to self-mark before proceeding to the next topic.

The level of engagement was much higher, with a good number of students achieving the lesson goal of completing at least two topics in the lesson. This could be due to: (1) students were able to discuss with their peers and teacher more easily as well as (2) the learning environment is personalized at various levels: how they work, deciding on what to work on, able to work on their specific learning gaps.

 

For more information, do visit Padlet under column ‘O: Orbital revision’. 

O:  Objective-based Approach by Yusra 11Aug2022


In Term 2, Secondary 1 cohort created a three-dimensional papercut artwork with reference to their drawing. Students are tasked to watch a video demonstration on the process of papercut art posted via google classroom before the lesson. With this, students are able to familiarize the processes and gain a better understanding of how to create the papercut work. 

 

Benefits of objective-based approach:

1.     Provides clarity on the expectations and what students will accomplish by the end of the lesson.

 

2.     It is student-centred as it focuses on what students know and can actually do.

 

3.     It promotes active learning as students are expected to understand the materials and take ownership of their learning when creating their individual artwork.

 

For more information, do visit the Padlet under column ‘O: Objective-based Approach‘ for a more detailed elaboration on its application in the art lesson. I have included the resources used during the papercut project in the padlet. 

P: Peer Assessment / Padlet  by Nurul Diyana Hashim 6May2022


I would like to share a Padlet (Map Function) lesson on the repository:  https://padlet.com/canberrass/azc.

 

In Term 1, 2E1 went through a lesson on Sustainable Resource Use and Management: What are the characteristics of Cities?  

 

Using examples, students are to research on the different cities around the world. Using the Padlet Map Function, students can drop a pin on the map to locate the city and describe the characteristics of the city.

 

Benefits of Padlet Map Function:

As part of peer assessment, students have the option to rate and comment on each other’s posts 

Q: Quizzes/ Quizizz/ Quizlet/ Quality Feedback by Michelle Tham 28Sep2022


The Quizziz lesson was used as part of revision for the Secondary 4 Biology students for an identified weak topic after Prelims. Questions on the success criteria that students had not met yet were included in the lesson, before relevant summary slides on the particular concept being tested were shown.

 

Benefits of using Quizizz (lesson mode):

-        Increases student engagement as every student can participate in answering the questions and they are on the lookout for the next question to answer

-        Affordance of various questioning modes besides MCQs, such as fill-in-the-blanks, drawing function, open-ended questions, polls

-        Increases students’ interest in answering free-response questions as they have been doing many pen-and-paper practices

-        Ease of showcasing students’ responses onscreen allows for class discussions to take place

-        Removes the need to toggle between different modes e.g. slides and an online quiz

 

This is the link to the lesson: https://quizizz.com/admin/presentation/631c1e7b103d66001da42f9b?source=lesson_share

 

For more information, do visit the Padlet under the column ‘Q: Quizzes/ Quizizz/ Quizlet/ Quality Feedback‘ for a more detailed elaboration on its application. 

S: Simulations by Rudy 28Jun2022


Simulations act as a useful tool for students to view and interact with abstract concepts. To deepen understanding of such concepts, it require methods beyond the static paper-and-pen approach. There exists many accessible ready-made simulations online such as phet.colorado.edu, a popular science simulation resource.

              

We can tap on the use of simulations as an effective teaching tool to engage our learners and promote the joy of learning. This provides more opportunities to enhance understanding  through bridging the connection between the simulated reality and the core abstract concepts to be applied.

 

Benefits of using simulations:

 

For more information, do visit the Padlet under column ‘S: Simulations’ for a more detailed elaboration on its application in a Physics lesson. I have included a worksheet to supplement the use of simulations in the activity.

T: Thinking Routines by Dominic Koh 11Oct2022


I would like to share the penultimate strategy, a thinking routine called The 3 Whys, on the repository: https://padlet.com/canberrass/azc.

 

What is the 3 Whys?

It is a thinking routine that aims to get students to identify significance or relevance of a topic or issue by considering it from three levels. This is captured in the questions below:

 


Through answering these questions, students are gradually led to consider the issue outwards, from a personal to global angle.

 

I have attached the link to file that explains the 3 Whys in greater detail: http://www.pz.harvard.edu/sites/default/files/The%203%20Whys.pdf

 

How was it enacted?

The 3 Whys were used in a lesson with secondary 2 students when they were learning about health issues related to the digestive system e.g. constipation, diabetes. Students were familiar with these issues and may have experienced them before. Hence, to challenge their thinking, the 3 Whys provided students a simple structure to extend their thinking and thus understanding of the relevance of the issues to different spheres of life beyond their own. This was done after covering the content on the different health issues.

 

Students respond to these questions on Padlet. This is the link to my Sec 2 class Padlet: https://padlet.com/dominic_koh_jing_qun/ztt0azp3r8gv7bkk

 

As the question columns are placed next to one another, the juxtaposition of the students’ responses to each question could allow us to see the evolution of the students’ thinking as they ascend up the spheres of life. Are their responses becoming broader or narrower? This itself provides another point of discussion that teachers can engage students with.

 

One of the practices of science is to engage students on real-world issues and relate them back to science (STSE or Science-Technology-Society-Environment). The 3 Whys is a simple starting point to kickstart student engagement with these social issues in science lessons. This allows us to acquaint students with the practices of science as outlined in the science curriculum framework.

U:  UbD (understanding by design) by Muralee on behalf of DT Unit 27Jul2022


In Term 2, the Secondary 3NT classes do a design cum build project of a stationary holder

 

Understanding by design was used to design and plan for the lesson.

 

Building mock-ups enabled students to have more ownership of their design process and empowered them to:

- Make and test a mockup of their intended stationary holder

- Make and evaluate their final stationary holder prototype

 

For more information, do visit Padlet under column ‘U:  UbD (understanding by design)’ for an example of how the mock-up making been used to facilitate the design realisation process in our classes.

V: Virtual Reality / Visual Collaboration / Visible Learning / Visual Learning Style  by Cheak Su Peng 3 Oct2022


Miro is an online collaborative whiteboard platform that allows users to add various content types, create maps and diagrams, and work with visual templates together as a team. It serves as a digital mind mapping tool that is most suited for use at the end of a learning unit when student groups are equipped with the relevant content knowledge to contribute to the class mind map meaningfully.    

 

Benefits of using Miro for digital mind mapping:

·       Infinite collaborative canvas enables students to build on their ideas without limits to ideation flow  

·       Boosts students’ creativity through the novel presentation of key ideas and concepts using the platform’s affordances

·       Seamless integration with other platforms and software such as Google Drive, Dropbox and Adobe Creative Cloud

·       Supports collaborative learning both synchronously (i.e. collocated work done in class) and asynchronously (i.e. distributed work done outside of curriculum time)  

·       Enables teacher to track individual students’ progress as there are moving cursors facilitating the ‘live’ collaboration

·       Promotes future SDL as students can use the class mind maps for exam revision   

 

This is the link to the mind map created by my 3E Geography class: https://miro.com/app/board/uXjVO2s7gEY=/?share_link_id=638813699228

 

If you wish to find out more about the application of Miro in my lesson and suggested follow-up actions to enhance T&L, do visit the Padlet under the column ‘V: Virtual Reality / Visual Collaboration / Visible Learning / Visual Learning Style’. 

W: Wordwall / Word-Phrase-Sentence (Thinking Routine) by Syairah 23Sep2022


Wordwall is an online platform where teachers can create interactive activities for online or face-to-face classrooms (for printables). In the free version, there are 18 free interactive games for you to choose from. Among some of the interesting free game templates available are Whack-A-Mole, Maze Chase, Gameshow Quiz, Balloon Pop and more.

 

Wordwall is an easy way for us to gamify our learning activities. Gamification is proven to help increase student engagement and may help students better retain information. It sets a conducive environment for students to learn too as they can learn at their own pace. You may wish to try some of the games when doing revision with the students next week. Wordwall will be useful in the teaching of keywords and subject-specific terminologies, and able to provide visual clues and reference for language learners. Students will be able to remember connections between words and concepts more easily through the games.

 

Students do not need to sign in to attempt the game. The games could be assigned as an activity or an assignment.

-        Activity: At the end of the game, students will be prompted to key in their names.

-        Assignment: Students will be prompted to key in their names at the start of the game.

 

Their names and scores will be tabulated and shown on the leaderboard. The difference between assigning the game as an activity or an assignment is that you can only view the game results (i.e. summary of students’ performance) if the game is set as an assignment.

 

You may watch this video to learn more about navigating the website interface and the many functions and games available on Wordwall: https://youtu.be/wTw3JyH87S0

X: eXperiential Learning (Virtual Field Trip)   by Teo Qi Wen 18Aug2022


In Term 2, I created a Virtual Field Trip lesson using SLS for my Secondary 1E CL class to introduce National Gallery Singapore to them to supplement the textbook passage. I gathered videos and photos of the museum and added question prompts in the SLS package for students to explore the museum independently during the lesson. I also added a Team-based Kahoot quiz at the end of the lesson to check for students’ understanding on the topic.

 

Benefits of a Virtual Field Trip:

·        Leverages on the use of interactive media/technology to engage students

·        Promotes joy of learning through exploration and gamification

·        Shifts the focus from frontal teaching to active learning

·        Students are intrinsically motivated to research on the topic and ask questions on their own

 

This is the link for the SLS Lesson: https://vle.learning.moe.edu.sg/mrv/community-gallery/lesson/view/51e61c2d-2559-436e-ba80-760ac747af8b/cover.

 

For more information, do visit the Padlet under column ‘X: eXperiential Learning‘ for a more detailed elaboration on its application in the CL lesson 

Y: Youtube / The 3 Ys (Thinking Routine)  by Jeremy Tng 5Oct2022


This Inquiry-based Learning using YouTube lesson was used as part of a content learning for the Secondary 4 History students when learning a new chapter on Cuban Missile Crisis. In the learning of a new chapter, I decided to make use of a variety of video resources on YouTube related to the focus topic, weaving the relevant video together into a story for students to learning about the topic. Students are allowed to acquire the knowledge at their own pace, with a group consolidation to share their learning by answer an overarching question.

 

Benefits of using Inquiry-based Learning using YouTube (lesson mode):

 

This is the link to the lesson:

- https://youtu.be/FiBen-pSb08

- https://youtu.be/uAi7RyR0qac

- https://youtu.be/C8A3GFWFb-A

- https://youtu.be/1UbVuTXg4CQ

 

For more information, do visit the Padlet under the column ‘Y: YouTube / 3 Ys (Thinking Routines)‘ for a more detailed elaboration on its application.

Scaling feature in Mentimeter by Diyana Sanip 27Apr2022


I would like to share a Scaling feature in Mentimeter on the repository:  https://padlet.com/canberrass/azc.

 

In Term 1, I tried to increase 3N1’s engagement level by finding out their state of readiness using the scaling feature in Mentimeter.

 

The poll was done during the first 5mins and last 5mins of the lesson. Students were asked to rate their level of readiness and how on task they were during the lesson respectively. I also took the opportunity to give short MCQ quizzes in Mentimeter to test content covered in previous lesson.

 

Benefits of Mentimeter:

 

I have attached the accompanying resource for your viewing in Padlet under Reflective Learning/Rubrics/Readiness of students column.

Feel free to check in with me if you would like to know more about the lesson.