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 When designing lessons that leverage technology to activate their students’ learning,

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 When designing lessons that leverage technology to activate their students’ learning,

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(a)  What were the considerations that these teachers took?

(b)  What further considerations could they have taken?

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When designing lessons that leverage technology to promote students’ thinking and discussion, and facilitate demonstration of learning,

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When designing lessons that leverage technology to promote students’ thinking and discussion, and facilitate demonstration of learning,

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(a)  What were the considerations that these teachers took?

(b)  What further considerations could they have taken?

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When designing lessons that leverage technology,

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When designing lessons that leverage technology,

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(a) What were the considerations these teachers took to monitor learning and provide feedback?

(b) What further considerations could they have taken to promote assessment for learning?

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[Exit Ticket] On leveraging technology to promote active learning, invite teachers to reflect on the following:·       

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[Exit Ticket] On leveraging technology to promote active learning, invite teachers to reflect on the following:·       

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(a) What is one new thing you have learnt, and would like to apply OR something that you have applied when designing lessons that leverage technology to promote active learning in your lessons?

(b)What additional support would you need to enhance your practice in this area?

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(a) Considerations: effectiveness of multiple modality of technological platforms. Students' readiness in accessing online content. Affordance of technology which teachers can tap on. (b) Different readiness level by students of different progress. To consider students' multiple intelligence for effective learning.

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Students strengths and interest

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Readiness
Interest

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a) students' ability and strengths, interests, prior knowledge and autonomy.
b) how to differentiate the success criteria for the different ability students.

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DI aspect:
1) Students' interest
2) Their level of readiness
3) Strength

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Readiness level, students' preference

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A) According to student's ability. DI. student's prior knowledge.

B) interests and preferences

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Infrastructure

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Needs and interests and readiness of the students were taken into consideration

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(a) students' interest, readiness, learning style, strength

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A)
Not necessary to use multimodal representations
Using ITT in SLS to capture responses, teachers can use the responses to address misconceptions
Giving students autonomy

B)
Check students’ readiness (using DI)
Allow peer interaction
Consider group dynamics
Allow safe environment for students to comment freely (Using TAG)

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a) They considered :
- students' interests, learning styles and abilities
b) They could have considered students' readiness level, prior knowledge

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The teacher looked at the diverse needs and readiness of the students.
They also looked at the availability of the resources.

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a) Students' Interests
Readiness Level
Learning Style
Blended Learning
Content

b) Time and Resources
Whether students and teachers have the skills

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(a) The teachers give students the autonomy to demonstrate their understanding using the ITT in SLS. E.g. Use infographics to show arrangement of particles.

(b) They could consider catering peer interactions in their lesson planning.

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a) use familiar platforms that pupils are accustomed with  eg ITT in SLS. allow differentiated responses, Vlog and drawing.

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a) readiness of students, students' interest and capabilities, how to explain the subject matter, how to ensure learning outcomes are met, the availability of device, the infrastructure of ICT should be able to support learning.

b) they wanted a platform for the students to showcase their understanding of what was taught instead of using multimodal (ITT).

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Not to use too many apps, more scaffolding for student with higher needs, ways for immediate feedback to be given.

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1) use authentic examples
2) selection of suitable apps
3) use tech to scaffold learning

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To be selective in the use of appropriate apps for lesson objectives to be achieved to take place (not just fun and excitement)
Give qualitative feedback (not necessarily in the form of marks)
Give instant responses/feedback
Use SLS as a platform to promote students’ thinking and discussion

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Focus on LISC before planning
Not using too many apps

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Technology as a tool to support learning and active engagement rather than an experience 

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Technology as a tool to support learning and active engagement rather than an experience 

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use relevant apps. not too many. use authentic eg to get pupils to promote thinking and look for answers. use app to get pupils feedback and scaffold their learning.

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To evaluate whether tech will achieve learning objectives - in some cases, authentic hands-on may work better.

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a) apps to promote interaction between peers, participate in collaborative learning, scaffolding learning of students who need more support, instant feedback

b) not too many apps at one time and focus on authentic and meaningful experience

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Effectiveness of the use of technology to enhance the experience of authentic learning

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suitable tech tools that help students learn concept better
authentic examples
technology to support students learning
technology to scaffold the learning of students and value add

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How technology can be used to scaffold learning
It's not about the quantity. The quality of ICT tools is very crucial.
How the ICT tools can value-add to the lesson and make learning meaningful and purposeful, not just to use for the sake of using.

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The suitability of the apps. Whether the app would value add to the lesson.

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(a) The teachers considered collaborative learning using authentic examples and using technology to scaffold their learning. They also ensured that the technology achieve the Lesson Objective.

(b) The suitability of the app to choose to meet the lesson objective and time factor consideration. Do not over plan activities using technology.

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a) Consider the different types of apps and how useful the apps are in scaffolding students' learning
b) How to give effective feedback

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a) Not to focus on too many apps although it could be engaging. Using authentic learning exemplars to make learning meaningful and connectedness to real life. b) Not all students have the same understanding level. They should consider the differentiated ways to engage students.

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A) use relevant technology to support students for collaborative learning and scaffold learning with authentic context
B) not to just focus on using the apps for fun and excitement but to enhance the learning using the apps

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Focus on the learning intent and use the best and most appropriate way for students to learn, there's no need to always use apps or ICT affordances, we can consider other ways of engaging students too, such as experiment, hands-on learning, problem solving, group discussion etc.

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timely feedback

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1) can assess students' learning and provide qualitative feedback
2) tap on tech to monitor students' progress and how trs can enhance their learning
3) with the info collated, how trs can close the learning gap

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A) instead of using marks, assessment tools can be used in SLS to check for their understanding, to give them timely feedback
B)how technology can help students to take charge of their own learning to bring active learning in them

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Use of SLS: familiar platform to assess their learning and understanding (ITT)
How technology can be used to monitor their own learning. Students will be more self-directed.
Formative assessment
Are marks really important?
When to monitor and check: start, middle or end of the lesson.
Peer assessment: exploring the different tools to help students to do peer assessment

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a)instant feedback with marks, STP teaching action to make thinking visible, provide qualitative feedback, check student understanding, monitor their own progress to close learning gaps - self directed learning
b)peer assessment, DOK, TAG

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(a) Use the assessment tools in SLS. Check students' understanding in the middle of the lesson (they considered when to check their understanding).

(b) They need to consider if the students are competent/ready to self regulate their learning.

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a) using assessment tools on SLS to give purposeful and timely feedback to close learning gap, explore how tech can be harnessed for students to monitor their own learning, use VTR throughout the lesson to make thinking visible
b) Peer assessment

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a) Student ownership - students take charge of their own learning
Timely feedback and intervention to clarify misconceptions

b) Checklist of SC for the unit / topic could be provided, for students to assess their learning. Guiding students how to follow up on their learning (after they know where they are at)

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Give meaningful feedback and address misconceptions and narrow learning gaps (and not just marks)
Check understanding to address learning gaps throughout the lesson (milestone checks)

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can assess the pupils' ability at the onset of lessons, in the middle and at the end of the lessons to get immediate feedback. Students can monitor own progress. Peer feedback allowed so that they can learn from one another.

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(a) Qualitative feedback is important not just the marks alone. Address learning gaps at the start, middle and end of the lesson and important for students to monitor their own learning rather than teachers monitor their own learning. (b) Collaboration and peer feedback is useful in deepening students' understanding. Students can consolidate their own learning together. Using diagnostic before the lesson helps teachers to gauge which learning levels students are at.

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Instead of just Summative Assessment, you can have Formative Assessment

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a) questioning technique
b) more time and space to practice

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a) always look at my learning intents and chose the best way to engage students in their learning.

b) sharing of resources among teachers

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DI lesson based on readiness, interest and learning style

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DI lesson based on readiness, interest and learning style

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Incorporating DI
Use of SLS in our lesson
Classpoint
Kahoot

Additional support:
More chromebooks
Better Wifi connection

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Use ITT in SLS to gather feedback
Use TAG to promote constructive feedback

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A) Making use of the tools in SLS.
More apps used do not mean better lesson design.
Always plan meaningful lessons for students by leveraging on technology.
Monitoring and feedback must be timely.

B) sharing of resources among teachers.
how the technology can be applied in lesson designs.

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(a) Tapping on students' strengths in technology and use their knowledge as resources helps to elevate their learning together. Giving quality feedback helps to close students' learning gaps. (b) More chrome books to support multiple bookings so that learning is not postponed or stunted.

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(a) We have learnt to use STP framework to leverage technology for our lesson planning.

(b)  PD sessions

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SLS ITT to give immediate feedback (teacher and peer) and narrow learning gaps. This can help students to make thinking visible and help students to check on their own understanding.
Use journals as a form of assessment.

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b) hands-on training/practices on some 'trendy' apps and new features of platforms we need to use for work (or T&L)

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a) We consider students' interest and learning styles
b) ICT support

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b) sharing of good practices and ICT tools, refresher workshops and hands-on sharings

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(a) Ensure that students become familiar with the applications and tools used in class by teaching them to use these explicitly and then using them on a regular basis. This will empower students and allow lessons to proceed smoothly.

(b) Help teachers to be familiar with common tools and applications by having bite-sized hands-on sessions.