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My goal is to provide self help resources for lower sec Art lesson for students to revise the lesson learnt or to recall what they have learnt during lesson. HBL- for students who missed lessons to find out what they have missed.

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1) To work out some of the kinks (technology sometimes fails) that might hinder the use of IT during lessons
2) To empower students to take charge of their own learning
3) To facilitate learner engagement in fruitful and meaningful discussions

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allow all viewpoints to be heard, for students to feel safe sharing and contribute.

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the tech tool should encourage my students to share freely and authentically

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ensure that students can still access the resources and learning outside of my lesson, as seamlessly as possible

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ensure that students can still access the resources and learning outside of my lesson, as seamlessly as possible

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CW

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1) Students learn from students
2) making thinking visible
3) know what are the common misconceptions

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how to make thinking visible, how to use tech to strengthen student engagement - Kelvin

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how to make thinking visible, how to use tech to strengthen student engagement - Kelvin

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Use of wordwall to create games for exposure of word meanings. Eg: Students got exposed to Socio-Emotional competencies with wordwall.
For Science, we use a lot of kahoot to revise concepts to warm up by revising prior concepts or end lessons as an exit pass.

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monitoring students' learning
and hearing students' voice, getting multiple perspectives

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To encourage students to think beyond the syllabus and bring in experiences and real life examples into the lesson.

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1) Allow students to explore concepts more independently (e.g. simulations, web quest)
2) Allow more students to respond/getting more data from the class about their learning

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monitoring students' understanding, getting students' perspective on issues

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monitoring students' understanding, getting students' perspective on issues

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Ongoing feedback/channel for help-seeking.
Promoting this help-seeking behaviour.

Encouraging students to speak up/actively participate during lessons.

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For students to learn independently at their own pace and also to create greater ownership 

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For students to learn independently at their own pace and also to create greater ownership 

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1.  Check on student's understanding
2. Immediate feedback on how students are learning.

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Ensuring learners learn at their desired pace.

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Kahoot! Analytics for formative assessment

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Kahoot! Analytics for formative assessment

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Check out Kahoot! report function!
https://kahoot.com/blog/2020/05/06/analytics-new-free-kahoot-reports-formative-assessment/#:~:text=If%20you've%20been%20using,menu%20in%20the%20overview%20list.

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Kahoot! reports | How to assess kahoot results

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Learn how to get powerful analytics for formative assessment in the free Kahoot! reports and target instruction.

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Knightlab was really useful as a visualisation tool for students to present their reserach findings. https://knightlab.northwestern.edu/. There are various options such as timeline and story maps to suit to the varied types of data that needs to be presented. My students love their final products! Shernice

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Advancing media through exploration and experimentation.

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When making difficult calculations, we can use spreadsheets to check / compare results quickly. I used this for a lesson on differentiation - finding the minimum value of surface area.

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I have used Padlet for See-Think-Wonder strategy in EL to gather and share students' responses 'at-a-glance'. Being able to upload images/links etc is a big plus, as it appeals to more type of learners.

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For my NT students, I use a lot of Kahoot and they enjoy the post-lesson reviews. For the challenging questions, I go through the steps so that the students learn from their mistakes. I use Kahoot to recap some of the concepts that they have learned earlier.

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Geography - Teaching of concepts (e.g. Scale)

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Geography - Teaching of concepts (e.g. Scale)

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Students often experience difficulties with taking on a wider persepective on environmental issues beyond Singapore. We found Padlet Map functions (e.g. https://padlet.com/shernize/b4dd25yns9r5ojrv) really useful for collaboration work. Where clear graphics can be presented through layering of case information on the world map. Shernice

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Self-paced lessons, providing the space for learners to chart out their own learning path as per their comfort level and pace🥸.

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Engage the learners and tap on each other views to generate further discussion.

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1. Greater interaction with audience, to sustain their interest in the discussion topics.
2. Learners become more keen to go explore the different perspectives relating to the topic.

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For this term's ILD we structured the lesson through SLS and online apps such as desmos. - Lynette and Shirlynn

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To promote independent learning and student engagement.

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More engaged learners actively participating in the discussion of the issue. Giving a voice to the quieter and reserved ones to share instead of the usual vocal ones.

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Students are engaged and participate in the activities

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Students are engaged and participate in the activities

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Success criteria for the lesson (lesson objectives)
What to use to create engagement and to meeet the lesson objectives

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For effective DI, where students of higher readiness can explore more concepts on their own

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my goal is to enable students to explore the topic and discover for themselves.

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Sharing of multiple perspectives on a certain issue

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Sharing of multiple perspectives on a certain issue

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Important considerations in facilitating IBL inside online classrooms

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Important considerations in facilitating IBL inside online classrooms

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Many of us are facing new challenges concerning our health and safety conditions. The rapidly increasing school closures, especially over the past few months, have hindered face-to-face learning for untold numbers of students, but this is just one of the many difficulties we face every day that influence our individual lives and well-being.

However, we have been inspired by the unwavering dedication and extraordinary collaboration taking place all over the globe toward creating the best learning experience for students despite these setbacks, as discrete and whole communities have come together to support one another.
What is Zone of Proximal Development (ZPD)?
Zone of Proximal Development (ZPD) is one of the most highlighted concepts of Lev Vygotsky's work, implying the potential level an individual could attain with the aid of other competent individuals.

The goal of education in Vygotsky's study is to ensure students are placed in their own ZPDs as much as possible by presenting intriguing tasks, meaningful learning experiences, and problems that are of certain difficulties and this requires assistance from capable peers and facilitators.

As mentioned by Vygotsky on the values of social interaction, individuals in a nurturing environment engage to expand their current knowledge and skills through various interactions.
The idea of scaffolding
Facilitators provide 'scaffolding' (a teaching method) with considerations of individual ZPDs through constant revisions and feedback, thus reducing scaffolds when students express more capabilities and augmenting scaffolds when students show limited capabilities.

Over time, more and more scaffolds are removed, and students gain confidence, as they internalize the knowledge and skills acquired from tasks. This can be done as a facilitator's measured intervention through oracy, the provision of cautiously selected online resources, and the opportunity to interact with students through online conferences.

Teachers can use effective strategies during video conference lessons to enhance "momentum". Lessons and activities can be led by teachers through the Zoom platform. This video conferencing toolkits allow direct communication between facilitator and students.
Things to think about when teaching online
Using video conferencing you must promote engagement as much as possible:

Allow time for students to socialize and incorporate an icebreaker.

Keep lessons short, with explanations clear-cut and concise. This is vital in environments where students are especially busy or easily distracted.

Consider Technology Enhanced Learning (TEL). Many (such as Zoom, Google Meeting) provide an interactive whiteboard or other helpful options such as sharing your screen.

Organize breakout sessions once in a while. The class can be divided, and pre-assigned or auto-assigned into smaller groups for more focused discussions on a particular topic. After a period of time, they can return to the whole class and share their ideas together.

Try using polling features in the software. Examples include raising announcements or questions, and collecting responses (even in the form of votes). This is very helpful for gauging and monitoring the students' current level and progress.

The importance of collaboration
As one of the key elements of both scaffolding and social interaction, collaboration has been highlighted by Vygotsky. This section focuses on its benefits and how it can be practiced in classroom environments to enhance students' learning experiences, which will in turn result in maximizing ZPDs.

Collaboration serves as the basis for social interaction in expansion of Zone of Current Development (ZCD) to Zone of Proximal Development (ZPD). Through collaboration, guidance, and appropriate support, students can achieve more tasks independently (Vygotsky, 1978).

Try implementing the following :

Assign a student moderator, but not to add another post on the discussion; rather, to clarify and respond to other posts. After a thorough inspection, the moderator will then create a short write-up to report to the instructor.

With a large class, discussions can be very difficult to manage. Divide students into groups and assign them into separate groups (group 1, 2, 3). Combined with the useful Breakout rooms feature in Zoom, participants can virtually meet and discuss the topic in smaller groups, which allows for better collaboration.

If these discussion boards are run regularly, students would have a smaller, focused group of classmates they can interact with and build a relationship with. Thus, these discussions would promote much more active participation as they would not be as intimidating for quieter students to engage in.
The process of inquiry
Inquiry is an assembly of interdependent processes, which are initiated with questions from students, developed through steps of investigations, verified for validity, and attained to conclusion on certain phenomena.

Through the process of inquiry, students gain advanced knowledge and attain rich comprehension of concepts. This can further be augmented, when students placed within the Inquiry Based Learning (IBL) environment are provided with appropriate guidance and scaffolding from facilitators to cause synergy in understanding concepts in an online classroom.

Teachers may assign quality work that is meaningful and anchored to the curriculum objectives. In a ' flipped classroom', the instructor would assign students to read certain sections or watch additional videos in their own time, and then using the online meeting itself to conduct a question-storming session. In addition to increasing the productivity of the class as a whole, allowing students agency over their learning experience would help them learn better.
A pathway of discovery
It is the teacher's responsibility to stimulate and encourage the active learning process within the class - to guide learners to their own pathway of discovery.

To do this, the facilitator would first introduce a problem for the learners to solve. At the initial stage, students may try to brainstorm a list of questions about that particular unit. They could also invite their peers for real-time editing and collaboration, by adding questions and comments simultaneously in , or even creating extensive mind maps through .

Students may then be allowed to carry out their investigations through the appropriate websites, apps and simulations they have selected. Once the investigation stage is completed, students may present their report which describes the process, progress, and the result of research.

Finally, the facilitators may host a discussion meeting to have students share their reflection and provide oral feedback based on criteria through online means (Zoom).

Combining scaffolding with technology-enhanced learning can transform the learning domain and make the online classroom more meaningful.

I believe that Inquiry-Based Learning (IBL) brings positive impacts on students' abilities to understand core concepts and procedures. Moreover, IBL also generates a more engaging learning environment.

In order to efficiently implement IBL in online classrooms, elements, such as scaffolding activities, formative feedback loops, and effective questioning strategies; rubric to guide inquiry; and research projects should all become prevalent in maximizing the benefits of IBL as well as the overall learning process.
References and extra resources: Sign up to our monthly newsletter to keep up to date with all the latest Pamoja news.

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How to facilitate inquiry-based learning in online classrooms - Pamoja

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Article written by Pamoja Teacher, Haoken Huoermaiti Many of us are facing new challenges concerning our health and safety conditions. The rapidly increasing school closures, especially over the past few months, have hindered face-to-face learning for untold numbers of students, but this is just one of the many difficulties we face every day that influence [...]