I have a THINK partner!

Teacher: Lau Sze Hui

Date:22 April 2018
School: Corporation Primary School
Age group: 11 years old
Subject: Chinese Language

SMALL MOVES EXPLORED KEY INSIGHTS

1. Ladder of Feedback
2. Choreographing Individual, Small Group and Whole Class Learning
CONTEXT
The Primary School Leaving Examination (PSLE) is a national examination
in Singapore that is administered by the Ministry of Education and taken
by all students near the end of their sixth year in primary school before
they move on to secondary school.
From 2017, PSLE Mother Tongue Languages (for both Standard and
Foundation) will be in e-Exam format, in which our pupils have to watch a
video and derive the theme of the video, followed by responding to
teacher’s inquiry. As our pupils were first introduced to this new format,
most of them appeared to have speaking anxiety and poor oral fluency
due to the scarcity of ideas and disorganized content. Many of them
were not able to describe the video narratively and connect the video
theme (Question 1 in Oral Test) to their personal experiences to share
their own experiences which include personal feelings. (Question 2 in
Oral Test). They were clueless to express and elaborate on their
suggestion and views from 4 aspects (From individual, Family, School to
Society). (Question 3 in Oral Test).
Teacher faced the challenge of having all pupils to practice their oral in
classroom and provide feedback to them immediately due to time
constraint.
WHAT WITH DID
 Use documentation as a tool to make pupil’s thinking visible
(Individual Learning)
Purpose: To organize pupils thought and allow them time to
think
How: Pupils watch the video as a group of 3 and held team
discussion to highlight the theme and solve their puzzle.
(Group learning) After watching the E-video, they were asked
to pen down their thought individually on online
collaboration platform (Padlet) before presenting their view
verbally.
 Peer Evaluation using Ladder of Feedback
(Small Group Learning)
Purpose: To help improve their partners’ performance
How: Pupils work in group of 3 to provide feedback to their
peers on what worked well and suggestions on what could
be done differently. They must read and reply to at least 1
post. Every pupil is now a THINK partner to at least one
pupil.
DOCUMENTATION
Figure 1: Team discussion on
the video watched.
Figure 4: Pupils presented their
ideas in front of the class.
Visual aid helped them to
organize their thought.
AHA Moment!
Figure 5: The learning group
that formed by Amanda, Jodie
and Thazin.
Pupils’ work on Padlet
Link 1:
Figure 2: Pupils write down https://padlet.com/szeh
their ideas and view on Padlet ui89/zewbsioeewvu
individually.
Link 2:
https://padlet.com/szeh
ui89/1gnd1goxnykm
Figure 3: Pupils were engaged
in reading their peer’s post and
providing feedback for them.
Translation
Video Topic: How can helping others
benefit you?
Feedback by Jodie: I suggest you to further
elaborate on how you can the needy.
Feedback by Thazin: You have written one
benefit, you should write two more benefit
as according to the rubric.
• With documentation, teacher can access ALL pupils’ thinking
at a glance and identify the learning need.
• Teacher were able to know individual children better and
more expansively.
• Pupils experienced different roles and used different skills to
make learning happened through choreographed learning.
• With the use of ladder of feedback in peer evaluation, pupils’
conversation was productive and on task. Pupils sought
feedback and modified their work accordingly. (See Figure 5)
• Pupils appeared to be more organized and confident in their
oral presentation as they penned down their thought. They
were seen to relate ideas better. (See Figure 6)
• Pupils were excited to read from each another and they even
tried to connect their ideas by putting up relevant
picture/video to further elaborate it. (See Figure 7)
• The class noticed that Amanda’s presentation fulfilled the oral
criteria and her content was good, however the feedback that
her partner Jodie gave suggesting her to add on several points
that she has included. Amanda pointed out that she has
modified her answer after reading Jodie’s suggestion before
presenting. She mentioned that Jodie has helped her to think
further and relate the video theme to her experiences. Her
partner is her THINK partner!
PUPILS’ REFLECTION: HOW DO YOU THINK YOUR “THINK
PARTNER” CAN HELP YOU IMPROVE? (See Figure 8)
• Pupils’ reflection showed that they like the peer evaluation
activity as their THINK partner has became their teacher who
helped them to identify their weakness and gave them more
ideas on how they can improve . They can also improve their
content through reading from others.
• Some of the pupils mentioned that they like to pair with
higher ability pupils as they can help them more.
• Zi Yu mentioned that she will record down the feedback and
her peer wrote for her. She would read it again before oral
test to refrain from making same mistake.
NEXT STEPS
• Post pupils’ work on Class Dojo to engage parents and
encourage them to do reflection with their children
• Use of technology tool (Apps: Explain everything) to have
pupils record down their oral and have their partner to give
feedback (From written to oral)
• Pupils can save the video and review it after a few months by
comparing their improvement
• Use CHALK TALK as a fringe activity to switch the lesson pace
or to unfold vexing problems when necessary
EMERGING QUESTIONS

 Presentation and sharing
(Learn as A Whole Class)
Purpose: To show evidence of pupils’ understanding of the
topic
How: Pupil present and share their view in front of whole
class. The class looked at the feedback provided by his/her
partner to check if the feedback provided is clear and
specific. Pupils can add on to one another ideas.
Figure 6: Pupils make connection to
their life on how they can help
people by inserting picture to further
elaborate.
Will technology tool promote idea exchanges among pupils?
Figure 8: Pupil’ reflection on how their
THINK partner can help them improve?
Figure 7: Pupils were excited to see their post being
displayed. Teacher could look at pupils’ response in a
glance to know their thinking process.