How can we be facilitators of learning in CCE lessons? As the COVID-19 vaccine develops, discussion can reveal differences in perspectives on its risk factors and other opinions regarding its necessity. In the lesson, the rationale for a vaccine as a way to bring Singapore closer to a COVID-free Singapore was explored.

Clarifying, sensitizing, and influencing questions were used to deepen students’ learning of Social-Emotional skills. Host teacher demonstrated using two facilitation strategies: Split and Speak and Hot Seat to elicit perspectives and develop empathy. In the process, students built on one another’s knowledge.

More and more teenagers are addicted to mobile phones. The use of scaffolding to facilitate discussion provided opportunities for students to learn how to write Chinese Argumentative Composition. 

Lesson was mediated by technology using Student Learning Space (SLS).

Sustainable learners will be able to assess their current state and seek ways to improve themselves. To do so, learners need to be equipped with tools to carry out self-assessment. In this lesson mediated with technology, the teacher facilitated students' self-assessment in the learning of density using the Class Kick application.

Host teacher used the Learning Experience on Discussion. Students used the thinking routines 'See Think Wonder'.

In this lesson, students were assessed on their oral communication skills using the Class Kick application. After watching a video to activate their learning, students examined the information given and used the thinking routine “See, Think, Wonder” to help them answer a set of questions. Students then audio recorded their responses to demonstrate their oral communication skills. The lesson also incorporated peer evaluation by allowing students to monitor and provide feedback to one another.

Students used simulations, information data and videos to help them understand how altitude and distance from sea and cloud cover have an impact on temperature. Class kick was used to scaffold the learning process and record students' learning.

In this lesson, students explored narrative structure through the lens of a camera. They also captured the different components that make up an effective narrative. These snapshots helped students to visualize the thought processes behind the creation of an engaging story.

Host teacher used the Discussion Learning Experience and thinking routine 'See Think Wonder' to activate students' learning and 321 thinking routine to reflect on the learning experience. The lesson was mediated by technology: Singapore Learning Space (SLS) and iPad Clips application.

In this lesson, the students were introduced to the idea of angles of elevation and depression. Video and Teacher Desmos application were used to scaffold students’ learning and capture their thought processes; providing opportunities for the teacher to monitor students’ learning progress and provide timely feedback. 

Host teacher used the Learning Experience on Acquisition.

In this lesson, Principles of Design was introduced to students to aid them with the upcoming art making. The lesson mediated by technology, Pear Deck application for Google Slides was used to enhance students’ learning through interactive formative assessment. The Pear Deck add-on was also utilized to initiate class discussions and facilitate students' lesson takeaways.

Host teacher used the Learning Experience on Acquisition & for thinking routine 'See, Think, Wonder' to stimulate students' curiosity and inquiry.