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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.  Select ONE shift and translate the technology plan strategy into a strategy relevant and actionable to your subject discipline.

3 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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Managing safe and ethical curation of information

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Managing safe and ethical curation of information

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EL teachers can design lessons that give students opportunities to:
- Extend their learning by curating relevant online articles from reliable sources and sharing them with peers at the end of every topic
- Work collaboratively to create a digital artefact (e.g. podcasts / blog posts / infographic) that consolidates their learning at the end of every topic

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Design for tech-enabled assessment for learning

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Design for tech-enabled assessment for learning

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All Science teachers are to design lessons that regularly use SLS Quiz feature for student self-assessment . SLS Heatmap to be used to inform teacher on learning gaps.

All Science teachers are to design lessons that use SLS ITT for peer assessment whereby students comment and give feedback to each other using ladder of feedback.

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Using tech-enabled assessment as a catalyst for Metacognition (EL)

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Using tech-enabled assessment as a catalyst for Metacognition (EL)

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All English Language teachers to be able to design for the use of technology (SLS ITT, Google Docs, Padlet, etc) in capturing student artefacts that allow students to carry out monitoring and refining of their drafts as a form of Assessment for Learning that tap on students' Metacognition.

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use tech tools to support formative assessment (self-assessment/ peer-assessment)

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use tech tools to support formative assessment (self-assessment/ peer-assessment)

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Clearly state the  SLS features on lesson plans (e.g. MCQ heatmap annotations, poll, error editing) for students to do self and peer-assessment.

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(a) Outline dept FA strategies
(b) Identify common tool(s) which can be used across depts according to the tech plan.
E.g.
1. Question Generating FA strategy Using Padlet at the start of each topic to get students to generate questions they have wrt the topic then revisit at the end of the topic to get students to answer their own question and one other classmate's question

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All Science teachers to design at least one SLS quiz per term to allow students to assess their own understanding of the concepts taught in the term and surface any questions/alternative conceptions that they might have.

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Leverage Technology to support Assessment and Feedback

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Leverage Technology to support Assessment and Feedback

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1. Teachers are to design formative assessments to monitor students' progress and address learning gaps. Recommended tech tools but not exhaustive weekly:
- SLS (all levels)
- Kahoot (P3 and P4)
- Padlet (P5 and P6)
2. Teachers are to design lessons with students creating digital artefacts. Recommended tech tools including but not exhaustive once after every unit:
- MsOffice tools
- Digital Project

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- Teachers to check for student mastery of basic content knowledge of set texts using SLS quiz function, inclusive of automated feedback. (monitor students learning + provide feedback)

- Teachers to co-create self-assessment rubrics for students through the use of banded writing samples, which will then be applied regularly to all writing assignments for the rest of the year. (self assessment, peer feedback, metacognition)

- all assignments eligible for revision and regrading after review (reflect on own learning --> dynamic digital artifacts)

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Teachers to design lessons that enable students to:
- conduct self-assessment using given rubrics online to reflect on their own learning (e.g. write a paragraph and annotate one's own paragraph to reflect on what was done well and what could be improved)
- effectively give peer assessment using rubrics (e.g. voice recording of oral response / speech on SLS accompanied by peer comments)
- receive automated feedback on basic concepts through multiple-choice / fill-in-the-blank / editing questions on SLS

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Teachers design lessons to train students to be a confident speaker. Students are grouped into 3-4, select an article from their weekly reading, translate the content using mindmap, brainstorm for various suggestions. Students are then to to be broadcasters, record their news.

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EL teachers in the level to design one formative assessment task that enables students to create digital artefacts to demonstrate understanding of e.g. instructional text type.
To include checklists for self/peer assessment of the digital artefacts created
Rubrics for peer assessment of that digital product

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Managing safe and ethical curation of information in Humanities

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Managing safe and ethical curation of information in Humanities

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All Humanities teachers to design lessons that provide opportunities for students to:

Sec 1 and 2:
- Using digital tools to organize information from a wide variety of source using appropriate tools (e.g. mindmap)

Sec 3 and 4:
- Curate information online to extend their learning and create a digital artefact for sharing with their peers.

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Supportive classroom for open discussion & critique of ideas

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Supportive classroom for open discussion & critique of ideas

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EL - safe & supportive online space for discussion with learning routines eg seek to understand, critique (not criticize)/clarify/build on each others’ ideas, open expression/brainstorm, students turn taking to moderate discussions.

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Teachers to design at least one collaboration learning experience on SLS that require students to examine multiple perspectives on the ethical issues in science and exchange their ideas with classmates and comment on their peers' ideas through ITT or other platforms.

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All teachers to use the SLS PS to design lessons that involve active learning.

all levels: Lessons that involve the use of SLS at least once in 2 weeks
sec 1: structured inquiry
sec 2-3 guided inquiry

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Some sub-topics can be learnt through SLS. with differentiated resources assigned to students. SLS quiz and immediate feedback. Teachers can make use of SLS data analysis tools to check for gaps.

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(a) Identify one topic which students have to create an artefact
(b) Get students to share / post via SLS
(c) Use students' artefacts as a form of lesson for comments and feedback

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All Humanities teachers (through the PLTs) are to design performance tasks that allow students to use creation tools to produce multimodal digital artefacts to express ideas and understanding for appropriate topics.

o To leverage technology such as SLS and PLD to monitor students’ learning and provide feedback (SLS FRQ and Heatmap)

o Provide opportunities for students to reflect on own learning and close learning gap  SLS 3 Column (ITT)

o   Provide students’ with opportunities to do self-assessment and give peer feedback Students complete SLS Quiz to assess their understanding of the content learnt (self-assessment). Automated feedback is provided. Teacher can provide a template of thinking routines and scaffold questions for students to provide peer feedback (peer feedback)

o   Involve students in assessment such as co-creation of rubrics (metacognition)

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Design for learning in and beyond the classroom

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Design for learning in and beyond the classroom

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Students explore simulations or applets prior to the lesson to activate learning out of classroom, while in class, teacher draws students to rich discussion using students' responses building on their knowledge.

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All teachers are to use SLS in the design of lessons and lessons should include SLS features in the learning activities. The SLS features should include SLS quiz (to support formative assessment with automated feedback). All teachers are to utilise the heatmap to sieve out misconceptions and provide individualised feedback. For advanced student, students can sources for additional resources on a desired topic of interest and share their input on a shared document.

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Art : Leverage Technology for students to reflect on own learning and close learning gap. 

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Art : Leverage Technology for students to reflect on own learning and close learning gap. 

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All Art  teachers (through the PLTs) are to design performance tasks that allow students to use creation tools (digital sketches/designs) to express ideas & concepts through a digital portfolio that is built upon, yearly.

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Leverage Technology to support Assessment and Feedback

	•	All Art  teachers (through the PLTs) are to design performance tasks that allow students to use creation tools (digital sketches/designs) to express ideas & concepts through a digital portfolio that is built upon, yearly.

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All English teachers are to design lessons that use technology regularly to support students in learning actively through learning routines. Students should be given opportunity to:

*Sec. 1 & 2

-          Curate information online in carrying out research for one newsworthy article to present in the ‘News-in-Brief’ segment once every fortnight.

-          Share their opinions of the selected articles online with their peers via an online Discussion Forum after reading the articles.

*Sec. 3 & 4

-          Collaborate in groups of four and create a news presentation using multimodal artefacts once every fortnight.

-          Provide peer feedback using the presentation rubrics to the presenting group.

-          Reflect on the group’s collaboration efforts and how it can be enhanced via Padlet/ITT in SLS at the end of the peer feedback.