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All teachers to use SLS Pedagogical Scaffold 2.0 in designing for technology-enabled  lessons 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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Establishing classroom routines in the use of PLDs in different subjects

Managing safe and ethical curation of information

Managing online communication and collaboration

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1. The green post-its showed the CPA strategies extracted from a technology plan.

2.  You are assigned to work on one of the column according to the first letter of your school name.

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

4. LIKE & COMMENT your colleagues' strategies!

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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 digital artefact to reflect and consolidate learning at the end of every topic (creation/group productivity)

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Provide immediate feedback to promote self-directed learning

To allow students to be more aware of what they need to do to improve and become more intrinsically motivated to achieve success in learning, EL teachers are to create assignments using suitable technological platforms or tools which can provide immediate feedback.

All levels:
- Use components in SLS which allow for immediate feedback to be provided, e.g. MCQ, Editing, Fill-in-the-blanks.

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Develop multimodality & multi-literacy through integrated programmes
All EL teachers are to design blended learning experiences to support students in achieving the learning outcomes stipulated in ELS2020.
Sec 1 & 2:
- Use Google Calendar to set tasks and manage deadlines (personal productivity)
- Collaborate to summarise details from online readings using Popplet (curation/connection)
- Collaborate and create a digital storybook using Book Creator (creation/group productivity)
Sec 3 - 5:
- Take notes during lesson using OneNote (personal productivity)
- Curate information online to share the research summary with their peers using Thinglink (curation/connection)
- Collaborate and create a podcast to persuade peers to agree with their future problem-solving proposals (creation/group productivity)

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Teachers work in teams to develop or curate materials for blended learning/a flipped classroom.

Using Google Classroom.
- for introducing new concepts through pre-recorded videos from teachers.  (activate learning)
- Students can ask questions through private comments to the teacher, and also in public comments in the class thread. (promote discussion)
- Students can watch the videos on their own. Teachers can check their understanding through the use of quizzes or through submission of work and feedback from teachers. (monitor and provide feedback)
- When the student returns to school, interesting questions raised could be addressed in class and students can extend their learning.

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•           Managing safe and ethical curation of information

All levels:
- Include slide(s) to cite sources when quoting information for
a presentation. (curation
/ personal productivity)

-Update list of sources in a Google Doc in own Google Drive
at the end of the lesson (curation
/ personal productivity)

Sec 3 & 4:
- Collaborate to critically evaluate all sources found by
group members using a check list provided (Curation / group productivity)

•           Managing online communication and collaboration

Sec 1 & 2:
-       Refer to PDF file on device on conversations starters/prompts to use in a discussion (verbal or typed) (connect)

Sec 3 & 4:
- Discuss ideas on given discussion prompts in a zoom
breakout room, with one observer providing feedback on the student-student
interactions that were taking place (Connect)

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Serene Goh [BWSS]
As part of research for expository writing, different groups of
students can be given different perspectives to conduct research on. Then they learn to refine their search so that the information is more focused.

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- Teachers can introduce flipped learning where students watch lecture videos before coming to class - to jot down questions or interesting ideas in a padlet or through SLS (curation).

- In class, teachers can then show and answer some of these questions in the classroom (application of learning).

- Alternatively, students can share their top 3 learning points or their questions on a padlet (much like what we're doing now) and other students can comment and answer the questions (connection). The teacher can then use the padlet in class to clarify misconceptions or to reinforce concepts/ learning (continuity of digital and physical learning space).

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Establishing classroom routines in the use of PLDs for EL.
- Teaching students to cite appropriately from multiple sources during research.
- Students to acknowledge respective contribution whenever platforms are used to collaborate or consolidate information e.g. Shared google doc, Online forums etc.
- Students to be given the choice of their digital product / artifact to present their work (Writeup, digital recording, slides)
- Note taking on their individually saved copy of the slides (on google classroom)

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Digital learning routines:
1. Check-in and check-out routines via Padlet, Google Forms, Kahoot! etc.

2. Use note-taking applications e.g. OneNote, Notability or even Google Docs (can be shared with teacher and friends) for various things like vocabulary learned, annotations on texts, KWL

3. Feedback routine e.g. during peer feedback on Padlet/ Flipgrid/ SeeSaw. Can use structures like Praise-Question-Polish.

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Flipped classroom experiences by using curated resources in MOE Library, or own media resources. Preliminary discussion on material could take place online first before physical class takes place.

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-Support peer feedback by sharing views with each other (e.g. via Padlet; or SLS's ITT)

-Quick MCQ questions allow teachers to assess the entire class's level of understanding and identify potential areas of improvement (e.g. SLS heatmap; observing % accuracy in Kahoot quizzes)

-digital reflection journals allow students to practise metacognition in evaluating their progress and identifying how they can improve. A consistent digital record makes it easier to track across time.

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To familiarise students with digital technology :

Lower Secondary
Exit tickets on Padlet or Linoit after every lesson.

Upper Secondary
Paragraph writing on Google Classroom or Kami during lessons.

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Teacher familiarity with SLS Pedagogical Scaffold 2.0 - 1. planning for lesson observation/open classroom to be shared using SLS Pedagogical Scaffold during Pre-lesson Observation discussion.
2. Pairing teachers at different levels of readiness for certain lessons/units.
Eliciting responses
Capture student responses in an SLS activity to check on students' learning, especially in cases where the physical lesson has time constraints on gathering responses.

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Vocab Routines
All students are to highlight words they don't know/ words to store in a word bank.

Students can use shortcuts to check the meaning of the words, then save the word + meaning in a digital word bank (on a note taking app)

Before a writing task, students can refer to digital word bank.

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Use of Google Classroom as a virtual classroom with shared resources and scheduled assignments and lessons for self directed learning online. When in the classroom, employ flipped classroom concept to elicit inquiry LE for teacher to facilitate discussion and presentation with teacher feedback. create a cycle where students take feedback and go back to the digital environment to process and review. Resubmit of work and present and discuss in physical classroom again. Use of tools like (google classroom, SLS, google suite, youtube (for record videos)

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Use of padlet and google docs/ slides to co-construct knowledge (SDL) as well as give peer/teacher feedback.
Mentimetre can also be used as a quick check/exit ticket to consolidate learning/ check for understanding.
Individualised google drive folders to help with note taking as well as to monitor their own progress in writing and oracy.

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Possibly differentiation of resources according to interest/learner readiness in the virtual learning environments e.g.  Google Classroom/SLS. Students would be broken into different groups in the physical classroom for follow-up activities based on what they had interacted with online [concern about managing the class for this though!]

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use google sheets, google slides, google docs -- kids can add comments to peers' work

teacher can do a consolidation of key learning points thereafter

in G classroom, class comment, can type in Check-in Check-out questions for students to comment on before and after lesson to assess prior knowledge and level of understanding

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1. Do annotation on the passages given, highlighting the key points raised or words they do not understand (e.g. using comment function)
2. Use of mind map tools to brainstorm ideas when given certain topics.

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1. Annotation of comprehension passages

2. Collaboration on discussion platforms, eg, Padlet for essay writing/ research task.
Students can also use the comment function to ask their peers questions + give feedback.

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1. Use of student space in OneNote as a platform for regular peer appraisal and assessment for their work.  This also allows for AfL as students would need to assess based on the decided success criteria.
2.  Incorporating digital note taking and reflection using apps such as Notability that is installed in the PDLs.

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Use of SLS to view videos on comprehension skills such as LFI, attempt questions uploaded in SLS. Teacher can use heatmap to check students' understanding and address inaccurate answers.

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1. Do a simple check-in routine: 3 key things they want to learn for the lesson.
2. Apply annotations in the passage / text they're reading. Ask questions along the way through note-taking to clarify misunderstanding.
3. Check-out routine: 2 things they have learnt from the session, and 1 idea they hope to apply in the next lesson.

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Using Google doc and apps such as Feedbag.io and Kami, teachers can quickly check on students' understanding of concepts or skills. This also allows students to provide one another with feedback. Google forms, with their automated marking function, allows teachers to quickly gather feedback on how well students have mastered a concept/skill. Within the Google form, teachers can also include explanations (as to why an answer is right or wrong).

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Area of Learning: Grammar
Format: MCQ
Platform: SLS, Kahoot
Purpose: Immediate feedback, Self-directed learning/revision

Area of Learning: Writing
Format: Short writing task
Platform: SLS, Padlet
Purpose: Peer feedback, Collaborative learning

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All EL teachers should put up their teaching resources in an online repository for students to access. Students will practise note-taking during classroom instruction. To complement students' learning in the classroom, EL teachers will also provide students with multi-modal digital learning resources, e.g. videos, podcasts etc. - students will be required to curate information from the given digital resources before sharing their opinions in an online discussion forum. Upper Sec students can have more freedom in identifying learning resources online to complement classroom instruction. This can be collaborative, where they share new knowledge with their peers on a collaborative online platform such as Padlet. EL teachers will monitor and provide real-time feedback.

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Sending slides (student version) to the class prior to the lesson so they can read through it before the lesson itself (either in Google Classroom or sent to their Google Drive). During lesson, they can annotate or add notes or other details not found in the student version to the slides as teachers explain.

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Students can use their learning devices during reading periods to do reading and respond to reflection questions provided. There will be a central repository of articles that they can refer to prior to writing/speaking activities. Saves a lot of paper and offers the opportunity for more self-directed exploration if they want to move beyond the article assigned to them.

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Assign students SLS resources or videos/articles to view/read to learn about key concepts etc.

Pose questions for discussion in class to assess level of understanding.
OR
students apply learning to designing of a ppt presentation/ delivery of a speech.

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All EL teachers to leverage on tech-enabled AFL in the following areas:

1.       Using our automated marking software which provides students with immediate feedback on their writing (promotes metacognition, supports process writing and motivates students to write more without being dependent on the teacher)

2.       Use of platforms such as SLS Interactive Thinking Tool to explore oral exam themes and videos (promotes peer-to-peer learning and increases student engagement)

3.       Use of Padlet for post-reading AFL (promotes peer-to-peer learning and increases student engagement) before moving on to subsequent unit  activities

4.       Use of Google classroom to show students work in a class-based or collaborative setting, so as to give feedback on writing and to serve as exemplars
5. Use of SLS rubrics to serve as a scaffold for learning (use of success criteria appeals to visual learners)

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Recording protocols in place for students to rehearse reading aloud and spoken interaction responses. Flipgrid is an example of a site used.

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1. Visual Text / Comprehension
Teachers to use Google Jamboard to have students to carry out annotation (in groups) and to present their annotation to the class