Thanks to the sharing by Feline and Estella from Assumption English School on the following SLS lesson on Sec 2 Historical Investigation field trip to the Former Ford Factory.
The Historical Investigation Field Trip Package can be found on the SLS Community Gallery here:
https://vle.learning.moe.edu.sg/community-gallery/module/view/d80585ed-b7a9-4546-97a7-fa090376c89f
Students were guided to:
✅ Describe and explain the experiences of civilians during the Japanese Occupation
✅ Empathise with those who lived through this difficult time
✅ Gather, analyse, and summarise evidence to evaluate the impact of the occupation
How SLS Supported Deeper Learning: Key Features
🧠Interactive Thinking Tool (ITT)
Students used ITT to respond to open-ended prompts such as "How do you think civilians felt during the Japanese Occupation?" and "What values can we learn from their experiences?"
They could view peers’ responses, reflect critically, and revise their answers based on new insights — promoting collaborative and metacognitive thinking.
📊 Poll Tool with Emojis
Used to spark empathy and discussion, the poll allowed students to vote on hypothetical decisions (e.g., “Would you have resisted or complied with Japanese rule?”) and see real-time class responses.
Emojis made responses more accessible, especially for weaker or younger students, and encouraged emotional connection.
✍️ Short Answer Feedback Assistant (SAFA)
Students received instant AI-powered feedback on short-answer questions, helping them revise ideas and clarify misunderstandings.
Example prompt: “Describe the hardship faced by civilians based on what you observed today.”
🔡 Fill-in-the-Blank and MCQ
These closed-ended tools were embedded throughout the trail to reinforce content knowledge and test historical understanding.
The auto-marking function reduced cognitive load and freed students to focus on higher-order reflection.
🧠Pictorial Instructions for Navigation
To ensure students could work independently at each station, we embedded visual guides within SLS. Arrows and image cues provided clarity on where to go and what to do next — a key feature in supporting independent learning and self-direction.
From SGLDC
