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Activity 1 instructions:

(1) Remember to include your name in your post. Feel free to be creative — you can share your response as a video, infographic, or just plain text!

(2) Read other groups posts. Give a like to the posts that resonate with you or spark new ideas!

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20 mins: Group discussion and reflection

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20 mins: Group discussion and reflection

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Activity 2 instructions:

(1) Refer to the task cards provided at each table for discussion. Focus on the pedagogy and not on the content.

(2) Remember to include your group number on your post.

(3) Read other groups posts. Give a like to the posts that resonate with you or spark new ideas!

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20 mins: Group work - Explore, Share insights and Reflect

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20 mins: Group work - Explore, Share insights and Reflect

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Activity 3 instructions:

(1) Remember to include your group number in your post when you share your insights.

(2) Use the guiding questions in the playbook to guide discussion and reflection at your table.

(3) Start with Task 1 and Task 4.

(4) If you have tried 1 and 4, you can explore task 2 and task 3.

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Support Structure at CZPS and Lesson Design Cycle

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Support Structure at CZPS and Lesson Design Cycle

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Instructions:

Remember to write your name in the post.

Share your reflection on one of the prompts.

Reflection Prompts:

(1) What is one key shift in thinking or practice you are inspired to explore further in your own teaching?

(2) How might you contribute to strengthening our shared EdTech and T&L ecosystem — within your department or classroom?

(3) How can we support one another in designing and enacting lessons that align with our school's T&L vision?

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It is a meaningful journey which is be made easier and more fulfilling with collaborators.

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Educational technology is used to augment good teaching. It should be purposeful and not done for the sake of using it.

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Future of Learning: The focus on the head, heart and hand - as we explore and leverage on the possibilities offered by technology, our school's focus on E21CC, values-driven and SE-enabled T&L practices ensures that we develop the whole child.

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What resonates with me is how we can co-design and collaborate with one another.

We can support one another in designing and enacting lessons by brainstorming ideas, sharing our experiences and offer constructive feedback to foster a culture of collaboration.

-Hiza

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Technology is used to facilitate and enrich communication and collaboration among our students, widening our interactions beyond our classroom.

As an educator, I would leverage on this by purposefully planning more opportunities for such interaction and let the students take greater ownership for their learning.

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Although it is important to move with trends, it is more important to know your students well. Innovate with purpose and create with needs in mind. A tool is a tool until it is used purposefully. Today’s solution may not be effective for tomorrow, hence, it is also essential to keep abreast of new tools and technology.

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Key insights: Strengthening lesson design to intentionally develop 21st CC and harnessing data to improve pedagogical instruction.

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That we are co-creators and we need to guide our students to use the tool effectively.

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Lai lan...there are full of possibilities varieties and avenues with technolgy.. however the human factor is still relevant and important.

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Being Reflective Practitioner and using Technology

Allows us to be critical and encourages growth both as an educator and learner. Provides a platform to enhance teaching and learning making lessons for authentic, meaningful and transparent.

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To co- design and collaborate with colleagues, tap on each others strengths and knowing that you are not alone.

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1. Integration of E21CC with EdTech and provide a safe space for innovation so that we can better support our learners to be thinkers and responsible learners

2. Classroom practices to be aligned to support students in their learning and cultivation of E21CC

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the use of EdTech

and SLS whereby teachers collaborate in supporting

meaningful learning whereby pupils can be supported with self directed learning and with activities for them to deepen their concepts.

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Customizing the T and L with students' needs, giving immediate and personalized feedback is something that I believe in. With the affordance of technology, this can be done compared to the traditional way.

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Technology is a tool and should not be used just for the sake of KPIs. Purposeful planning and Integration is important to aid student learning. Knowing the students' profile is crucial during the planning phase. Overusing Technology can backfire as well if not used meaningfully.

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I like the part when you shared, not all math lessons must use technology, use it when necessary.🥰

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Technology, when used with intention, becomes a bridge—not just between content and student, but between curiosity and possibility.

I see tech not as a replacement, but a powerful extension of our pedagogy—when it supports reflection, expression, and connection.

For me, it’s about designing meaningful moments, not just digital ones. Purpose before platform, always.

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The ed tech tools are supporting tools and they cannot replace human touch.

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I think it is important to work and build on each other's strength when designing these lessons. Also, not to use Edtech just for the sack of using. The human element- the teacher - is still very important. So, keep enhancing teacher's skills so that we can deliver the lessons even better.

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The intention and facilitation behind adopting blended learning strategies (within and beyond the classroom) are more important than the EdTech tool itself. The ultimate goal is to enhance students' learning with effective pedagogical tools.

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E21CC is the way to go and at least 1 competency can be incorporated into our everyday T&L.

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Sharing the link to DGE's speech at the recent symposium on AI and T&L.

https://www.moe.gov.sg/news/speeches/20250523-speech-by-director-general-of-education-ms-liew-wei-li-at-the-uae-symposium-on-reimagining-the-future-of-teaching-and-learning-in-the-age-of-ai

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DGE’s speech at UAE Symposium on the Future of Education in the AI era

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Speech by Director-General of Education Ms Liew Wei Li at the UAE Symposium on

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For me, this is a journey of new discoveries especially of possibilities to enhance teaching and learning in PE through tech and to grow professionally as an educator.

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Not every question requires the use of technology. Only use technology in class when it is necessary to meet our teaching objectives

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Digital Literacy is useful & effective in supporting T and L

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Digital Literacy is useful & effective in supporting T and L

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With the increasing emergence of AI, we cannot deny that it has changed our way of life; how we create, how we experience and how we learn. In preparing our students for the future we should remain aware of how we can intentionally create opportunities for our students to learn with AI. However we should not get swept up so easily in the AI wave. It is, at the end of the day, a tool and not the purpose of education.

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Collaborative learning amongst students, amongst adults. This co-construct of new knowledge allow the flourishing of shared understanding and promote deeper learning and growth

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Need to identify learner needs and profile when designing lessons so that our students can be better engaged.

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I agree that it is essential for us to stay aligned with the evolving educational landscape, particularly in embracing the use of EdTech to enhance teaching and learning. Today’s students are digital natives. Leveraging EdTech tools can therefore serve as a powerful means to increase their engagement and make learning more relevant and meaningful to them.

For teachers, the integration of EdTech opens up opportunities to innovate and design lessons that are not only more interactive but also tailored to diverse learning needs. It encourages us to explore creative and student-centred approaches that can deepen understanding and promote active participation in the classroom.

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Educators are open to new ideas , technology and teaching methods like Edtech and blended learning

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Educators are open to new ideas , technology and teaching methods like Edtech and blended learning

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Reflecting on my T&L, incorporating E21CC & EdTech.

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By harnessing technology, we can empower students to take greater ownership of their own learning. Our role is not just to deliver content, but to equip them with the skills and mindset to become independent, self-directed learners.

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Infusing E21 CC skills and tech to prepare students for the vuca world

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Infusing E21 CC skills and tech to prepare students for the vuca world

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Different teachers come in at different starting points .. it's good to know that we have colleagues we belong to a great CZ team that supports each other .

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What resonates with me most is the belief that we must engage the students of today by helping them make meaningful connections with the world around them. While there is a curriculum to follow, I believe we can look beyond it, drawing on real-world contexts and experiences, to help students better connect with and make sense of what they’re learning. That’s why I find our school’s focus on the future of learning, especially in the area of assessment, deeply aligned with my own values. By encouraging innovation, reflection, and the integration of 21st-century competencies through platforms like SLS and professional collaboration, we are moving towards learning experiences that are relevant, purposeful, and future-ready.

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1. Purposeful and meaningful integration of EdTech. Not just for the sake of using it.

2. To be more reflective. Try and then assess/ evaluate, always have students' learning at the heart of decisions for T&L approaches.

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Adapting to the changes and be innovative as we have Ed Tech in place, to creative a more effective classroom environment.

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To be able to choose the correct tools and the suitability for the students. Whether does it complement to the topics that we are teaching to enhance the T&L.

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It may be daunting when it comes to using edtech or the trying of new pedagogies. But we can always count on our fellow colleagues, work as a community, tap on one another's strength to learn and work together to better support our students' learning needs.

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I do worry about over-reliance on AI for content generation.

Also, many AI tools are still not well optimized for Tamil language, which limits their effectiveness. It’s important that language teachers continue to be the cultural and emotional guide for students—something AI cannot replace:)

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As a tool to enhance teaching and add value to the lesson and learning.

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Collaborative design and teamwork with colleagues allows us to leverage one another’s strengths. I also agree on the purposeful use of technology in T&L.

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Use of technology as an affordance or platform to teaching and leaning. It allow us to cater the different mode of learners as well the use of technology to collate data.

The use of EdTech pedagogy as a guide on how we can effectively use the technology in our teaching and learning.

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Technology is used not just for content deliver where students passively consume information. Instead technology is used as a tool for active learning where critical thinking is enhance. Students analyse information (eg view data/ videos) and create original content eg create digital posters

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The educational landscape is constantly evolving and it is necessary for us to keep up and also enhance our pedagogical skills to effectively and efficiently incorporate technology into our lessons.

It is important for us to identify the relevant approach(es) for specific lessons and class based on the profile of our learners.

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Tapping on ICT has enhanced the effectiveness of classroom teaching. However as educators, we need to be mindful of moe’’s initiative of cutting down of screen time for students.

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Just like the picture, the serene reflection of trees on still water reminds us that teaching with technology is most powerful when it brings clarity. Just as the water mirrors the world around it, technology in the classroom should reflect and enhance good pedagogy-not replace it. When used with intention, it creates space for personalised learning and deeper engagement.

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Mr Tan is using teacher centric while Ms Lim student-centred.

Mr Tan is giving solutions while Ms Lim is empowering the students to get the solutions. Ms Tan is using self discovery/exploratory and IBL lessons. Ms Tan also encourage collaboration; use of Think-Pair-Share. The SLS and edTech tools allow AfL and instant feedback

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2A uses tradition approach while 2B uses collaborative learning through the use of Edtech.

2A is teacher model, 2B teacher makes use of tech and data to move the lesson forward.

More evidence of E21CC is shown in 2B.

2B teacher also provided a list of succes criteria, thus the students engagement is increased.

2B allows students to re-record. Allowing them to self assess, giving them a circle of feedback and improvement builds confidence, communication skills and ownership of learning.

Group's opinion is such that 2A can be a scaffolding for 2B, providing up their understanding and knowledge through 2A, before allowing them to explore 2B.

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Pedagogical approach:

2A: teacher-directed, teacher modelling

2B: student-directed

Limitations:

2A: Students may not fully understand the topic/concept, not to the same depth as 2B's approach. It functions more like a template answer.

2B: -nil

Intentional E21CC:

2A: Adaptive thinking, communication (limited)

2B: Critical thinking, inventive thinking, communication, collaboration

Lesson modification:

2A: Incorporate discussion for peer learning to enhance communication and collaboration

2B: -nil

EdTech tools:

2A: Infuse ITT tools, leverage on SLS Data Assistant to summarise the class' learning

2B: (Current SLS incorporation is sufficient)

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1. For A is teacher centered.

For B is more student centered with opportunities for enquiry based learning and collaboration and also opportunities for AfL.

The is also scaffolding in B.

2. Limitations for A limits the conceptual understanding.

3. There is communication, collaboration and critical thinking.

4. To modify lesson A for math, the teacher would be giving the formula for the area of triangle and make the students explain and find out why the formula is as such.

5. To get the students to post a real life scenario in their daily lives and identify the process of the change of state on SLS.

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1) Both "A" teachers adopt the route learning approach; given students the direct information. Issue is then, students only understand one way and one example of the topic learnt.

2) Both "B" teachers take time to allow students to experience the phenomenon being thought, investigate and come to the conclusion. This allows them to make connections and teaches them how to be flexible in their thinking, allowing them to be able to manage more complex examples in future.

3) Both "B" teachers also employ many opportunities for E21CCs to be displayed; discussion, critical thinking and collaborative learning.

4) EdTech tools can be utilised by teachers to help to summarise the general level or progress of the class to help teachers to plan a better way forward or focus on an area which may need to be revisited.

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1) For Task 2A: It is a teacher-directed lesson, with no platform for AFL. There is no intentional development of E21CC demonstrated. Teacher should include platforms for to strengthen E21CC skills of collaboration and adaptive thinking. Teacher can use the AFA function in SLS for self-assessment for an improved before moving on to peer assessment.

2) For Task 2B: It is a student-centered lesson with teacher as a facilitator to elicit responses from students. There is intentional development of E21CC skills of collaboration, communication and adaptive thinking. Teacher harnesses data to improve pedagogical instructions. (by identifying common gaps). Teacher could design platfoms to close the common gaps she has identified.

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Mr Lee's lesson at more teacher centered where he provided direct intsructions and information to the students. Ms Koh lesson are more student centred where allow students to think through the different activities.(Inquity Based Learning) Her lesson also include E21CC skills such as critical thinking, collaboration and communication. Mr Lee could have tap on SLS for AfL or even the discussion to encourage collaboration among his students.

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Science

1)What pedagogical approach is adopted by each teacher?

3A: Teaching directed.

3B: IBL, use of technology (i.e., padlet and SLS) for collaboration and FA

2) What limitation might this approach have in promoting conceptual understanding or student agency?

3A: Students may not be able to apply the concepts learn into real-life examples. Teacher is unable to gauge students' level of understanding. No collaboration in learning. No ownership of learning.

3) In what ways, if any, is the intentional development of E21CC demonstrated? Which E21CC specifically?

3B: Collaboration and communication skills. Critical thinking.

4) How could the lesson be modified...

Modify 3A to be similar to 3B based on the class's learner profile.

5) How might SLS or other EdTech tools...

3B: Encourage students to provide comments/feedback to their peers.

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1. Teacher A used direct teaching while teacher B used inquiry based learning.

2. Teacher 2A method has limited student voice ownership. The engagement is surface level. Lastly, it is lacking for formative feedback. Teacher B has over reliance on SLS. Do you know that for the past 3 days, SLS was under maintainance until 11.30 pm?

3. No intentional E21CC for teacher A. However, teacher B managed to incorporate communication, collaboration, creativej, adaptive and critical thinking.

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1. Pedagogical approach: For task 2A, it's Teacher role-modelling. For task 2B, teacher empower students' self-discovery.

2. Limitations: For 2A, Students' responses might be limited to the teacher's response sample. Teacher is unable to monitor everyone's response and give the appropriate feedback other than the selected few pupils. For 2B, teacher could encourage peer feedback.

3. E21CC: There is adaptive thinking and communication but limited in 2A. For 2B, there is evidence of critical thinking and collaboration.

4. For 2A, the teacher could harness the discussion platform on SLS to let students key in their responses and get immediate feedback via short answer feedback. In this manner, students can learn self-management where they learn how to improve their responses based on the feedback. They can also get peer feedback. This will allow for collaboration. Teacher will also get a chance to monitor all students' feedback.

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2A

More teacher-directed

Assessment oriented

Scaffolding not as apparent (remember this structure...)

Student voice - limited

Assessment for learning - limited to few students at the end.

2B

More student-directed

Draw upon students' personal experiences and more of a constructivist approach where everyone contributes to shared knowledge

More structured scaffolding e.g. sentence starters and oral prompts

Student voice - With the use of SLS, all students can try. Self and peer assessment opportunity.

Assessment for learning - chance to self assess and rerecord. Individual and peer assessment. Provides opportunity for all students to demonstrate learning. Last task also promotes adaptive thinking.

E21CC: collaboration. Communication. Adaptive thinking.

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Task 1:

GenAI would be able to give specific feedback as to what is missing in the lesson enacted with respect to the criteria given. GenAI would also be able to tell you specifically what is to be included and how can it be included to make your lesson have the E21CC which is required.

Task 4:

We would be able to cater to the different students with different learning profile. And differentiated feedback can be given to the individual students.