Teachers

Teachers may apply the following strategies when planning for SDL lessons:

a) Differentiated Learning 

b) Assessment Literacy 

c) e-Pedagogy

Round 2 (Term 2 Week 9)

Primary 4

Primary 5

Primary 6

Round 1 (Term 2 Week 4)

Primary 4

Primary 5

Primary 6

Interest-Based Learning on Term 2 Week 9

Primary 4

a) Choice of 3 different Artwork (Venue: Art Room)

b) Games Corner (Venue: 4CN, 4EE & Library)

c) Mass Dance (Venue: Hall)

Primary 5

a) ALP - Coding using Micro:bit (Innovation and Creative Lab)

b) ALP - Get creative using 3D Pen (T(h)inker Space, 5HY & 5IN)

c) ALP - Learn about Composting (5IY & 5RE)

Primary 6

a) Choice of 3 different Artwork (Venue: Art Room)

b) Games Corner (Venue: 6CE, 6EE2, 6IN & Library)

c) Mass Dance (Venue: Hall)

SDL Day on Term 2 Week 4

Subject Related Extension

Foreign Language Learning

Board Games / Card Games 

Coding / Tech Games

CCE-VIA Resources for the respective levels on SDL Day: 

P4 Contributing to My Community 

P5 Everyone can be an Environmental Champ!

P6 Caring for my peers 

If you want to know how to use the Chromebook, please click on this link. 

You may wish to consider having these reflection questions for your students in your lesson plan.

(i) How well did I achieve that goal?

(ii) Now I have learnt how to ......

(iii) What makes me say that?

(iv) What was interesting for you? 

(v) What else can I do to improve my learning?

(vi) What help do I need?

1) What am I supposed to do when I enter the class?

Students are still supposed to greet you at the start of a lesson and end of your session.

Tell them that they can approach you for help on anything during the time you are there. 

Encourage them to stay focus on their self-directed learning.

2) What if students ask me how to do a question, what should I do?

Be calm to listen to their questions.  Paraphrase their questions to clarify what they need.

For technical issue, you can always approach colleagues who are more ICT savvy to help or call Gavi, Jasper or Cheong to provide assistance.

If it is content related, try to see if you can show them how internet/textbook can be a resource to help find answers together. Show them how to fish for correct information like you will.  No need to panic if you cannot solve the Math problem or science question. Tell the students that they should just complete the assignment as best as they can after looking at available resource. Their respective subject teachers will give them specific feedback when they receive their submitted work. They do not need to submit perfect piece of work. This is part of the growth mindset.  If you teach them how to get the correct /accurate answer, the subject teacher will not be getting the actual assessment of the respective students’ understanding.

If it is related to the instructions given by the teacher is not clear and you find it confusing too, please give this teacher a call to clarify. Your colleague might want to adjust the instructions in the e-assignment to benefit the students who might access the SBL later.

3) What am I supposed to observe or where to document while I am in class supervising their learning?

Be familiar with the learning dispositions that we are looking out for.

Please write down the observable traits if you notice them being demonstrated. Excel hardcopy printout will be sent to each class by 8am. 

Take photos of good examples of Learning Dispositions and send them to Gavi (with class name). 

1) What should I do if I am supervising the period designated for the start of Interest-Based Learning (i.e. 10.50am for P6; 8.30am & 10.20am for P4)?

a) 3 minutes before IBL segment begins, allow students who have completed their SBL to move off quietly to the IBL venue.

b) Ensure that the attendance sheet for each IBL venue is marked correctly.

c) Appoint a responsible student of each IBL venue to hand over the attendance list to any teacher-in-charge of the room.

d) Direct all students to move off from the classroom at the exact time IBL begins. Remind them to walk quietly, to the respective venue directly.

e) Move out of your classroom quickly towards the IBL room when the last student leaves.

2. How will students know where is their allocated activities and respective venues?

A hard copy of the allocated activities will be given to each form class. 

3. What if there are students who are keen to continue with their Subject-based Learning activities?

a) Do not allow. IBL is a time for students to have fun!

b) All students must leave the classroom and move to their IBL venue. 

c) Encourage these student(s) to adopt a curious learner mindset to try out the activities. 

d) Remind them to demonstrate resilience to overcome the challenge of being afraid to make mistakes in the new experience. 

e) Learning should be the focus, not perfection.

4. At my designated IBL venue, what should I do?

a) Check physical presence of students against the list received.

b) Text/Call subject teachers at if attendance list/student(s) fail to turn up 10 minutes after the IBL time starts.

c) Encourage self-directedness of students. Do not tell them what to do.

d) Address questions only when students raise them.

e) Observe how students engage in self-directed learning. You can join them or take photos of them in action.

5. What should I do if I am the subject teacher supervising the period designated for the end of IBL? 

a) 5 minutes before the period ends, get students to pack up (e.g games must be put back into the respective boxes.)

b) Move students back to their classrooms in an orderly manner at the exact time when the IBL segment ends. 

(i.e 11.20am for P6, 9am & 10.50am for P4)