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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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Usage of NearPod
In NearPod platform, there are various AfL tools to help get feedback about students learning. I.e. Interactive Quiz, Post-Its, SAQ, Poll and etc that are seamless to the presentation of lesson.

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Enabling Online Collaboration

Include a collaborative component for all Literature lessons.
JC 1 & 2:
Pre & Post Lesson
At both levels, institute pre- or post-lesson activites online e.g. by viewing and commenting on materials via Google Classroom. These should form the initial stepping off point for class-based lessons (for pre-activties) or a consolidation point (for post-activities) Personal Producivity

During Lesson
Students should actively comment or engage with their peers material online as the teacher facilitates discussion. (connection)

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All Humanities teachers are to design lessons that use technology regularly to support students in learning actively through routines. Students should be given opportunity to
Sec 1 and 2
Create digital concept maps using coggle after every unit  (Personal Productivity)
Sec 3 and 4
= Create notes during lessons using the Cornell Method using Notes IOS app / One Note App  (Personal Productivity)
- Curate secondary sources and Create digital artefact (e.g. infographic on Piktochart) for  Sec 3 Social Studies Investigation  (Group Productivity, Create and Curate)

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Develop digital literacy through routines
Sec 1 & 2:
-  Credit sources that students extract from the internet
- Create mind maps at the end of each topic to consolidate learning

Sec 3 & 4:
-  Synthesise information accurately and coherently across a variety of sources
-  Collaborate and co-construct knowledge with one another through reading and commenting on one another's work

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Develop digital literacy through routines
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 Google Documents/Classroom (personal productivity)
- Do research online on topic and share multi-modal resources e.g. articles, podcasts, videos, infographics with their peers in Padlet at the end of topic.(curation/connection)
Sec 3 & 4:
- Take notes during lesson using Google Documents/Classroom  (personal productivity)
- Students to collaborate and create a mindmap/infographic using Padlet/GAFE/infographic apps with curated research to reflect and consolidate learning at the end of every topic (creation/group productivity)

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Design of hybrid tasks that incorporate both virtual and real world elements
- An example of such a task would be a virtual museum tour, which will require students to do on the ground real world site visits and then consolidating learning points and information into a specific slide template which will then be shared with their peers.

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Edpuzzle for videos

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Department-wide focus in initial phase of PDLP can be to use affordances of PLD to develop students' routine of taking notes and doing reflections. E.g. ipad can be used to craft visual notes that summarise acquisition of knowledge or reflections about their learning experiences. At Upper Sec they can do this collaboratively with peers.

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1) teacher can create a padlet such as this, for an exit ticket for students to pen down their question and/or learning point they have from the lessons. It can be done during the last lesson of the week. Serves as consolidation and also a checkpoint for teachers.  2) with the support from SLS, teacher can get students to practice reading & annotation skills through the annotation feature in SLS lesson design. This can be done as a forthnightly lesson. (context: I am teaching economics, so reading & understanding case studies are impt skills to my students)

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Teachers can consider using digital platforms (Padlet, etc) for assessment purposes. Can use Kahoot to check/test students' understanding. Can get students to design own quizzes for peers. The student-creator will reinforce his/her learning while the student-quiz takers will be able to test their knowledge and understanding. Teaching moment can take place when teachers comment on the questions and help to refine them. Another teaching moment is when students get the answers wrong and teachers can clear their doubts and share the correct answers again.

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Use of Padlet for students to share their reflections on lesson. Have other students comment on these reflections, either to clarify doubts, address concerns, or add on their own reflections.

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Using the SLS heatmap features to identify learning gaps from quizzes assigned, and provide timely feedback (i.e during live lessons) to close learning gaps.

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For inquiry performance task i.e. GI: collate of data in authentic physical envt. Students collaborate online to discuss, present findings via virtual environment. Teachers faciliate conceptual misconceptions F2F, students improve on their findings in virtual environemnt.

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Providing students with curated resources to apply and to extend learning. E.g. Use of ArcGIS as well to see real life applications/patterns

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Use Padlet in class for evaluating significance of factors. Students can write out the impact/s of an assigned factor and teacher can ask each student to insert their padlet according to  significance. Teacher can ask students to explain and rationalise their choice and if there are disputes, teacher can even facilitate a debate :)

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Students gain access to MOE's and HDB's databases. Using statistics that they retrieve, which will be made made available to them in the spirit of e-learning and being able to conduct e-research, they can assess whether there is a strong relationship between school's results and property prices.

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Teachers can integrate other online resources like online quizzes (both timed & untimed), interactive presentations (Nearpod) in SLS/ school's main online learning portal for self-assessment.
- Students' individual and group results can be analysed for whole class & self-assessment.
- Students can also have online checklists for their topic to keep track of their online learning progress

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Create a safe, effective and accessible platform for students to engage in online collaborative learning - to co-construct knowledge.

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Teachers to consider use of the collaborative tool on SLS / padlet for students to provide their viewpoints. Teachers would then look through the posts and use them in class discussions. Teacher would be able to close any gaps if any, immediately as they could glance through the posts at once.

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At the Activate Learning stage (ALP), get the students to be in a habit of using KWL (or other Thinking Routines) on the SLS to kickstart the learning of a new concept/issues.

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Students to craft and administer their surveys/questionnaires online via the PLD tool. They can do data representation on the PLD too and then present in class.

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Blended learning for GI. To segment the different components/stages of GI to both digital and physical spaces. For example, research can be done asynchronously and formulating of hypothesis can be done in a physical environment of a class.

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Use google classroom to pose an inquiry question about the rule of dictators. Each student can choose their own ruler/ leader who they are interested in. Students to conduct investigation and research (physical and digital) and provide evidence based explanation related to social, economic, political impact of the ruler/ leader and have a classroom discussion with their peers to share the commonality/ difference between leaders. The students will consolidate their learning using a thinking routine assessment tool posed on google classroom.

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Technology allows for the affordance for the differentiation of product. For instance, students could use technology to create a range of final products (i.e. poster design; digital artefact) in order to demonstrate the learning outcomes.

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All History and Geography  teachers to use  SLS Interactive Thinking Tool monitor Sec 1 and 2 students’ work and provide targeted feedback to them during HI and GI.

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To infuse Historcial Investigation in SLS so that teachers can use the SLS features to guide the learning process.

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JSS_Anna
Use of Kahoot or polls on Zoom for quick check for learning. These can be planned for over the course of a unit or within a lesson.

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Teachers can record bite-sized videos with accompanying quizzes in SLS platform. The teacher can then use the results of the quizzes as feedback to feedforward the design of the next lesson.

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The use of Kahoot to check for understanding of previous lessons. Teachers could also use SLS quizzes and generate heatmap to gather data to check for students' understanding.

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Using 360 videos to simulate environments for students to rehearse skills such as sketching, mapping prior to students attempting the fieldwork in real world. This can also be used as a substitute in the event that actual fieldwork cannot be conducted by the students in person such as during the FHBL.