The learning objectives of the lesson were clearly stated and easy to understand.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q2 (MCQ)
The lesson was engaging and maintained my interest throughout.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q3 (MCQ)
The lesson content was relevant to giving me the knowledge useful in my work.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q4 (MCQ)
The pedagogy and teaching methods used helped me understand the topic better.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q5 (MCQ)
I had enough opportunities to participate and ask questions during the lesson.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q6 (MCQ)
The teacher explained concepts clearly and effectively.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q7 (MCQ)
The learning materials were helpful in understanding the topic.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q8 (MCQ)
The lesson was well-paced, giving me enough time to absorb and understand the material.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q9 (MCQ)
After this lesson, I feel more confident in my understanding of the topic.
A. Strongly Disagree
B. Disagree
C. Agree
D. Strongly Agree
Q10 (FRQ)
Reflect on your learning from the lesson on leveraging the Student Learning Space (SLS) for Physics assessments. What are three things you learned, two things you found challenging, and one thing you would like to try in your future work?
Leveraging AI and technology to enhance teaching
The students have learned about various ways to leverage AI and technology to enhance their teaching, such as using AI assistants to generate quizzes and simulations, integrating SLS features like the Community Gallery, and exploring tools like ChatGPT and EJS. They found these technologies powerful but also challenging to fully utilize due to the steep learning curve.
Challenges in using SLS and coding
The students found the coding aspects and user interface of SLS challenging due to their lack of background knowledge and experience. They struggled with the steep learning curve in fully utilizing the features and tools available in SLS.
Desire to try new techniques and tools
The students expressed a desire to try new techniques and tools in their future work, such as creating their own HTML simulations, using AI to co-create resources, and exploring the features of SLS more deeply during their practicum.
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
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Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
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Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
In this activity, students will explore the SLS homepage https://www.learning.moe.edu.sg/ and identify key resources available for Physics assessments. Look at the overview of SLS functionalities and tutorials.
The SLS (Singapore Learning System) serves as a comprehensive platform that provides various functionalities, including lesson creation, assessment tools, and student progress monitoring. Students-Teachers are encouraged to navigate through the SLS modules, such as the Community Gallery and MOE library, to find relevant Physics resources that can be copied to their 'My Drive' for further editing and assignment. This exploration will help students-teachers understand how to effectively utilise the SLS for their learning needs.
Poll 1
Tip1: To find additional resources, go to Google and search for "MOE SLS ACP." where ACP is the term of feature need details on.
Tip2:
To effectively use the Singapore Learning System (SLS), students can leverage the capabilities of AI tools like ChatGPT. Here’s a simple guide to help you get started:
Using ChatGPT or the mobile ChatGPT App: Open ChatGPT and ask specific questions about the SLS functionalities. For instance, you can type, 'How do I create a lesson in SLS?' or 'What are the steps to monitor student progress in SLS?'
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Apply filters based on subject, level, and specific topics or subtopics to narrow down the modules that match your content map such as ask topics arrangement
click on the ^ to expand the menu and click on the checkbox
Browse through the filtered list to identify modules that align with your learning objectives.
Click on a module to view its details, including the associated tags and learning outcomes, to ensure it fits your content map.
Organize Modules:
Once you've identified suitable modules, you can copy them to your My Drive for further customization.
Within My Drive, organize the modules into folders or sequences that reflect the order of your learning objectives.
Assign Modules to Students:
After organizing, assign the modules to your class groups in the desired sequence. Ensure that the modules are set with appropriate permissions to allow student access.
SLS modules Community Gallery and MOE library and it shows all relevant Physics modules that you can copy to your "My Drive" for editing and assigning out to your classes as Assignments.
Interactive Thinking Tool 1
Post an example of a useful URL and explain what it does
Discussion 1
Exploring SLS Resources
What are the most valuable resources you found on the SLS after login homepage, and how do they contribute to your teaching?
Q1:
Poll 1
Community Gallery
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
MOE Library - SLS as a One-Stop Hub (Part 2 of 3) - 27 Aug:
Overview
This lesson guides schools in setting up selected SLS processes from Domains A, B, and E to establish SLS as a One-Stop Hub for teaching and learning (T&L). The lesson is part of a three-part series, with facilitators encouraged to reference:
Lesson 3 aims to help schools contextualize the use of the Student Learning Space (SLS) as a One-Stop Hub (OSH), integrating relevant Teaching & Learning (T&L) processes covered in Lessons 1 and 2. Schools can use this lesson for forward-planning or reviewing their SLS implementation, with cluster ETOs available for support.
Usage of the Guide
For Professional Learning: School Leaders (SLs) and Key Personnel (KPs) use Lesson 3 in school-wide professional development to enhance SLS adoption beyond digital lessons.
Self-Study: SLs, KPs, and teachers can review the guide independently, with non-applicable activities clearly marked.
Implementation Planning: Schools develop a broad plan for using SLS as an OSH, which can be discussed in future school meetings.
Lesson Overview
Recap of SLS as a One-Stop Hub (30 mins)
School EXCO teams review key T&L processes enabled by SLS.
Facilitators can use Print-to-Scan for interactive quizzes and feedback.
Quiz on Using SLS as an OSH
Covers SLS-enabled processes, benefits over commercial LMSs, and benefits for schools.
Assesses understanding of organization structures, resource building, and implementation strategies.
Deciding on Implementation Approach (15 mins)
School EXCO teams decide between two implementation strategies:
Overall SLS as OSH Approach: School-wide adoption of SLS across domains.
Domain-Based Approach: Focus on specific domains before scaling.
Implementation Strategies
Overall SLS as OSH Approach (1–1.5 hours)
Schools plan the phased adoption of SLS processes across domains.
Schools craft an Action Plan for full implementation.
Domain-Based Approach (1–1.5 hours)
Schools analyze survey data to determine focus areas.
Schools prioritize domain-specific adoption before scaling to others.
Schools complete a survey and discussion-based planning to draft their Action Plan.
Q&A and Feedback (15 mins)
Facilitators gather feedback on SLS adoption experiences.
Schools reflect on benefits, challenges, and suggestions for improvement.
Key Takeaways
Time Savings & Efficiency: SLS reduces admin workload via auto-marking, shared resources, and streamlined communication.
Exponential Growth in T&L Processes: Adoption aligns with EdTech Masterplan 2030, supporting digital transformation in schools.
Customizable Implementation: Schools can choose full-scale or gradual SLS integration based on readiness.
Next Steps: Schools finalize their SLS adoption plans, ensuring alignment with their teaching goals.
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
B. Interactive Tools for Active Learning
In this section, students will engage with physics-specific interactive tools designed to facilitate active learning. Teachers should encourage students to experiment with these tools, fostering an environment of productive struggle.
Discuss how these tools can be integrated into their learning and assessment processes.
Community Gallery
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Interactive simulations are powerful tools for enhancing the understanding of physics concepts. They allow students to visualize and manipulate variables in real-time, providing a deeper insight into topics such as forces, motion, and energy. For instance, the MOE library offers a collection of EJS simulations that cover various physics topics, including forces, kinematics, and energy and more.
https://iwant2study.org/ospsg/index.php/sitemap Collection of EJS simulations for secondary and junior college Physics. Includes interactive labs for topics like forces, kinematics, and energy.
Students can engage with these simulations to explore the principles of physics in a virtual lab environment.
Additionally, the webEJS editor enables the creation of customized virtual labs, allowing educators to tailor simulations to specific learning outcomes. By integrating these interactive resources into the curriculum, teachers can facilitate a more engaging and effective learning experience for their students. YouTube guide is below.
What do you already know about the Interactive simulations?
Want to know
What do you want to know more about the Interactive simulations?
Learned
What have you learned about the Interactive simulations?
When using the WebEJS Simulation Editor, there are several key things to understand to effectively create and modify simulations. Here’s a structured list:
1. Interface & Workflow
Main Interface: The WebEJS editor has a structured interface including a library panel, elements tree, coding panel, and properties panel.
Simulation Structure: Every WebEJS simulation consists of:
Variables (state variables, user inputs, outputs)
Initialization Code (executed at startup)
Evolution Code (defines behavior over time)
Fixed Relations (for constraints)
Actions & Events (user interactions)
Preview & Export: You can test and export simulations directly from WebEJS.
2. Key Components
a. Variables & Functions
Declare variables in the "Variables" section.
Use functions to define behaviors (e.g., updatePosition() for movement).
Types of variables:
State variables (e.g., x, y, vx, vy)
User-defined parameters (e.g., mass, gravity)
Boolean flags (e.g., isPaused)
b. Evolution Code
Used for defining the physics/mathematical model.
Typically updates positions, velocities, and other properties over time.
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Tracker Video Analysis is a powerful tool for understanding motion in physics. It allows students to analyse videos of moving objects, providing insights into kinematics and dynamics. By using Tracker, students can measure distances, calculate velocities, and explore the relationships between different physical quantities. This hands-on approach enhances their understanding of concepts such as acceleration, force, and energy. For further learning, students can access tutorials and resources available on the official websites, which guide them through the process of downloading Tracker and using it effectively in their studies.
Tracker Video Analysis: Link to download Tracker and related tutorials:
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Q1:
Instructions
Upload a file with your answer. You can attach up to 10 files.
Use the interactive to create your own LOL scenario, download a copy and upload to SLS as a file submission
Teacher Comments
Marks
/1
Interactive Thinking Tool 1
Use the interactive to create your own LOL scenario, download a copy and upload to SLS as a file submission
Use the interactive to create your own LOL scenario, download a copy and upload to SLS as a file submission
Community Gallery
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Community Gallery
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Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
I want to create an interactive simulation of magnetic field lines around a current-carrying wire using HTML, CSS, and JavaScript. The interactive should: - Allow the user to adjust the current with a slider (range: -5 to 5). - Dynamically display circular magnetic field lines that grow/shrink based on the current. - Include directional arrows on the field lines, following the Right-Hand Grip Rule. - Provide buttons for play/pause and reset functionality. - Be responsive and visually appealing with appropriate styling. Additionally: 1. Write clean, modular code with comments to explain each section. 2. Ensure the design is mobile-friendly and accessible. 3. Add a section below the simulation with an explanation of the Right-Hand Grip Rule. 4. Document the process step-by-step for beginners.
Generate all required HTML, CSS, and JavaScript in a single file. Provide suggestions for improving user experience and interactivity. Follow best practices for modern web development.
Q1:
Instructions
Upload a file with your answer. You can attach up to 10 files.
Identify a physics concept you want to simulate. (E.g., Electric Fields, Magnetic Fields, Motion, Optics, etc.)
Frame a prompt that clearly describes what your simulation should do.
Use the example prompts below to guide your request.
Example Prompt: "I want to create an interactive simulation of magnetic field lines around a current-carrying wire using HTML, CSS, and JavaScript. The interactive should:
Allow the user to adjust the current with a slider (range: -5 to 5).
Dynamically display circular magnetic field lines that grow/shrink based on the current.
Include directional arrows on the field lines, following the Right-Hand Grip Rule.
Provide buttons for play/pause and reset functionality.
Be responsive and visually appealing with appropriate styling.
Additionally:
Write clean, modular code with comments to explain each section.
Ensure the design is mobile-friendly and accessible.
Add a section below the simulation with an explanation of the Right-Hand Grip Rule.
Document the process step-by-step for beginners.
Generate all required HTML, CSS, and JavaScript in a single file. Provide suggestions for improving user experience and interactivity. Follow best practices for modern web development."
Step 3: Generate and Refine Your Simulation
Use your selected AI model to generate the simulation code.
Test and refine the code to ensure it works properly.
Improve the user experience by making it interactive and visually clear.
Step 4: Upload and Share Your Work
Save your simulation file and upload it in this File Submission.
Copy and upload your work to the class group as a Resource.
Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130">Guest NIE Lecture by Lawrence_WEE@moe.gov.sg Leveraging SLS for Assessment in Physics 20250217 0930-1130
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Mr reflection:
The Guest NIE Lecture on Leveraging SLS for Assessment in Physics took place on February 17, 2025, from 0930–1130 hrs at MOEHQ BV P2-02, to accommodate my availability instead of at NIE . The session was conducted by Lawrence and Rendy, supported by DTFL and DDTLF,focused on enhancing assessment practices in Physics using SLS (Student Learning Space).
2. Key Takeaways and Impact
2.1 Adoption of Authoring Copilot (ACP) for Quiz-Assessment Generation [30 mins] The hands-on approach to ACP and AI tools. ACP AI-powered automation of quizzes and assessments, saving time for educators. Clearer insights into SLS functionalities, encouraging greater adoption.
Sense of empowerment, anyone can use AI to generate their own interactive, something they never know possible.
4. Conclusion
The Guest NIE Lecture on Leveraging SLS for Assessment in Physics successfully demonstrated the potential of SLS AI and digital tools in revolutionizing assessment practices. The hands-on engagement with ACP, AI-generated simulations, and SLS functionalities led to high participant satisfaction and enthusiasm.
ACP AI-powered automation of quizzes and assessments, saving time for educators.