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Learning through Routines

Establishing classroom routines in the use of PLD in different subjects

Managing safe and ethical curation of information in Languages and Humanities

Managing digital footprint in CCE/FTGP

Managing online communication and collaboration in Science, Mathematics

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Design Active Learning with Technology
All teachers to use SLS Pedagogical Scaffold in designing all their technology-enabled  lesson packages and include SLS features in the learning activities for the Active Learning Processes for both in/out of class learning.
Teachers design lesson experiences which allow students to use digital tools to broaden their perspectives and enrich their learning by collaborating with others.

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1. You will see the CPA strategies in the green post-its from a technology plan that bring about the three shifts.
2.  You are assigned to one of these three shifts according to the first letter of your school name.
- School names starting with A to H - find a strategy that is related to shift #1.
- School names starting with I to P - find a strategy that is related to shift #2.
-School names starting with Q to Z - find a strategy that is related to shift #3.

3.With reference to the assigned shift, translate the technology plan strategy into a strategy relevant and actionable to your department.

4. LIKE & COMMENT your colleagues' strategies!

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Leverage Technology to support Assessment and Feedback
Teachers to use technology tools to support formative assessment and  to monitor and address student learning gaps and provide individualised feedback to help advance students learning for in/out of class learning.

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Develop digital literacy through routines
All Science teachers are to design lessons that use technology regularly to support students in learning actively through routines.
Sec 1 & 2:
- Take notes during lesson using My Notes in SLS (personal productivity)
- Curate information online to extend their learning and share with their peers in Discussion Forum at the end of topic.(curation/connection)
Sec 3 & 4:
- Take notes during lesson using OneNote  (personal productivity)
collaborate and create a mindmap to reflect and consolidate learning at the end of every topic (creation/group productivity)

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Literature
- Explore possibilities of alternative assessments through content creation. At present I have them create their own soundtrack to the novel that they are doing, as well as create a short film on atmosphere.
- CoLL through use of graphic organisers such as Mindmeister that can be worked on both in and out of class, that cedes the control of learning to students.
- Check out routines; exit tickets, parking lots, can all be digitised so that learning can be effected longitudinally.

EL:
- Affordances of SLS to conduct self-directed oral assessments, and peer-graded oral assessments for both RA and even SIs. We did this this year for Sec 1 EOY Oral Assessment.
- Content creation of Visual Texts, that can be uploaded onto SM platforms for commentary and analysis.
- Textual analysis can be done through the use of the google suite of tools; google classroom can allow for textual construction/deconstruction and follow-up analysis. This can exist at the intersection of in-class and HBL  learning experiences that allow students to demonstrate understanding, and to surface gaps.

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For Spoken Interaction practice, lower sec students are to look for pictures based on given theme, post them on Padlet and generate questions for their classmates to respond to. Self/Peer/Teacher Assessment

For Upp Sec students, they are to source for videos in groups on a given theme. These videos will be posted on Padlet, with questions generated for their classmates to respond to. Self/ Peer/ Teacher Assessment

[currently being carried out already]

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Develop skills for personal productivity:
Upper Sec Lit:
1. Taking notes in individual copies of Google Docs, using the comment function during every lesson
Lower Sec Lit:
1. Writing down questions using Mentimeter at the end of every lesson unit

Develop skills for group productivity
Upper Sec Lit:
1. Collaborating on shared notes by collating quotes and forming character impressions on Google Docs or Padlet
Lower Sec Lit:
1. Collaborating on digital mood boards in response to character, setting or atmosphere

Practise digital literacy to curate, connect and create
Upper Sec Lit:
1. Curating news articles and documentaries which extend discussion on subject matter and core themes in set text/poetry, with reflections
2. Capturing online "debate" by grouping students into groups and capturing different perspectives on ambivalent or complex issues in text, using Google Docs
3. Capturing writer's attitudes in text and responding to attitudes in text via shared Google Docs
Lower Sec Lit:
1. Curating songs, videos which extend discussion on subject matter and core themes in set text/poetry
2. Sharing reflection and responses to the on SLS forum once per lesson unit

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Students write a reflective essay, and present it in a podcast, which is posted on a website. Teachers and students listen to the podcast and give feedback and comments. Teachers give feedback using rubrics, while peers give comments as authentic audience so that they have an experience of real sharing online. The audience are taught to be kind, charitable and constructive.

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Students can park their questions online (a virtual parking lot) using tools such as Pigeonhole, Padlet, Menti, etc during the course of the lesson. If it's a tool that can be viewed by others, peers could also try to respond to the questions ('3 before me'); if not, teacher can address the questions. This allows for earlier intervention and addressing of any misconceptions/questions. The allowances of ICT in this case would be for teachers to include relevant links, images, etc in the responses

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Leveraging Technology to enhance thinking and communication skills

JC1
- Establish ground rules and routines on how to give comments online (online etiquette)
- Use of Padlet for brainstorming essay questions (making thinking visible) and
- to make connections across topics
- Students can co-construct and share ideas on an interactive wall

JC2
- Introduce process writing progressively, e.g. start with peer marking and/or self-assessment --> teacher feedback
- Use tech to allow for Differentiated Instruction

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1. Students to take notes on SLS - using annotation tool.
2. Use Interactive Thinking Tools on SLS to check-in and check-out (e.g. See-Think-Wonder, KWL, thinking routines).

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English
- Include SLS features e.g. SLS discussion forum in the learning activities to promote collaboration and online communication
- Broadening knowledge through online research
- Asynchronous learning
- Class discussion to consolidate findings
- Class presentations

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English Language - Building and Sharing Repository of Content to be used in Essay Writing

In teaching essay writing for the different text types, teachers are to design lessons to allow students to learn and explore from online content.

Sec 1&2:
- Research on narrative/ fiction/ biographies of people,
- Take down words/ phrases related to emotions experienced when going through a life-changing experience and their meanings using OneNote
- Share on an SLS discussion forum to form a class vocabulary bank

Sec 3&4:
- Research on arguments for and against contemporary issue.
- Curate information, with sources included on class Google Drive
- Take notes on the material they would like to use in their essay.

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Research Tasks requiring groups to make online presentations (recorded video/slides) with peer discussions (on comment threads), based on Areas of Language Learning allocated to the fortnightly HBL.

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Students to demonstrate understanding or learning
All levels to include at least one digital assessment tool in lessons a term.
L.S.  - students to use SLS quiz to list down features of the genre they have learnt
U.S.

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- Use of asynchronous platforms such as Padlet to encourage exchange of ideas within and out of class
- Use of Quizziz / Kahoot for in-class AfL
- SLS for knowledge building before lessons (flipped classroom)
- SLS for extended writing after lessons

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To improve EL Oracy skills, students record their reading on basic voice memo apps in their smart phones and upload the audio files to designated Padlet walls (created by the teacher). Enable the ‘like’ or ‘grade’ feature for students to provide ‘scores’ for their peers’ reading aloud. Teachers can leave personalised comments for formative feedback. Good submissions will become reference points for other students to learn from and emulate.

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(a) Students to submit responses to discussion questions.  Peers and teacher to comment on the responses.
(b) Upload audio file of reading aloud of a passage. Teacher to assess and give feedback.

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Develop routines for students to improve on AfL through peer feedback, using 'add comments' tool for Google Docs or Google slides
Sec 1 & 2:
- give affective comments, justifying responses
- ask questions to clarify understanding
Sec 3 & 4:
- annotate with more constructive feedback or questions

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Lim Lee Lian - HIHS (Developing routine in reflection on article reading)

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Lim Lee Lian - HIHS (Developing routine in reflection on article reading)

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In SLS, students to read certain articles then post their reflection that will accessible to their peers. Ground rules set. Teacher will facilitate, and be able to delete inappropriate ones (real time activity). Peers will be able to comment on the posts of their friends. Can be a weekly or fortnightly task, to establish the routine. Eventually can be done asynchronously.

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Students can upload their oral recording in Google classroom too. Peer assessent can be conducted as well.

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Students share new article links and their thoughts on reading the article using the Interactive Thinking Tool in SLS.

Students record themselves reading aloud short stories from books in the library and upload their stories to share with their classmates.

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The SLS Thinking Routines fall very nicely in place with the Metacognition tools from Syllabus 2020. Teachers will be encouraged to make use of the SLS Thinking Routines before, during and after students view or read texts. In fact, teachers can create their own thinking routines in SLS too. This will allow students to be able to translate their thoughts into words. This is definitely useful for teachers to be able to assess students' metacognition skills too.

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AfL
- peer feedback for oral recordings via SLS / essays via google docs
- use of online discussion forums / padlet for analysis of comprehension answers
- DI for grammar exercises, for example to provide hints for lower progress students, and more challenging work for higher progress students
- self assessment using rubrics (+ reflection and redrafting)

AoL
- production of multi-media digital artefacts
- submission of work via showbie

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Put in place group roles for SLS discussion forum that will allow discussions to take place in a more directed manner during brainstrorming for content.

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Student to curate readings/research materials and share with peers prior to lesson. Comment and discuss using online platform. Consolidate learning (jigsaw) by whole class sharing.

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Online Reading Circle Enrichment activity

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Online Reading Circle Enrichment activity

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Students will read the physical book and log on to school library catalogue/ school's subscribed databases to explore more titles/ information related to the book they are reading, hence extending the reading experience beyond the physical environment to a virtual one. This strategy will help to enhance their reading experience or extend the reading beyond the physical book.

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Design lessons that enable students to collaborate & source for examples & evidence for various themes & topics for essay writing.

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1) Students can do research assigned by teacher and put up their findings via Powerpoint/podcast/videos to be shared with the rest of the class
2) Set up Discussion platforms to enable collaboration and discussion of findings
3) Use tools like Google Doc/padlet for students to provide feedback on other students' work/sharing - this will allow the student-presenter to amass a range of feedback from his/her peers.