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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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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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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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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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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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I have been using technology to support assessment and feedback. This should not be that difficult. The challenge is to make it align to your learning outcome and able to assess it accurately.

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I have been using technology to support assessment and feedback. This should not be that difficult. The challenge is to make it align to your learning outcome and able to assess it accurately.

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Virtual learning strategy (Victoria School)

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Virtual learning strategy (Victoria School)

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Using SLS, scaffold questions for the online simulations and video demonstrations for students to participate in an online forum to discuss and comment on each other's answers. Teachers will come into the lesson to comment on the students' discussions and comments.

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Using SLS, with the interesting video, teachers can add on powerpoint slides and questions to check students understanding. Quiz questions on MCQs, fill in the blanks etc can be added / edited

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Can straight away introduce learning routine for note taking in digital device in Upper Sec.

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Annotation using images or drawings on their devices.

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Annotation using images or drawings on their devices.

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Referencing and citation on their research

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Teachers to use flipped classroom strategies to promote self directed and collaborative learning

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Communicate via online discussion forum, collaboration via different modalities

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There should be a learning log for every subject so that students can document that their learning progress.

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Data collected from field work (eg. pH of water sources, or kinematics data for acceleration) can be shared between groups and a discussion to build on each others data can be done to conclude findings

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1. Use technology tools to support formative assessment: design topical performance tasks to check on students' understanding.

2. monitor and address student learning gaps: track student progress and give timely feedback.

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Students do flipped learning at home through their laptop on speciific concepts assigned by teachers. It could be done through interactive applets, videos,etc. Teacher can do quick assessment to see how much students have learned and address any misconceptions in class.

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1) Incorporate SLS Pedagogical Learning Scaffold into lesson planning templates for teacher to consider when planning lessons

2) Leverage HBL (working title) days for to plan for blended learning where learning experiences are planned to lend itself well to physical envt learning is extended to the virtual envt, and vice versa smoothly.

3) Each teacher in dept to select and explore one possible digital tool (perhaps one which is whitelisted in SLS) which can lend itself well to Sci lessons, and try out in class, followed by sharing in the dept to expand teachers' repertoire of tools and offer teachers more choices and flexibility.

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Inquiry Learning experience: Collecting data and using graphing software and other tools to study nature around us.
Use of Microbit or Arduino

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Use of Software to draw or find out the answer to the problem or equation.

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All levels:
1) Sharing of prior knowledge via online interactive tools (e.g. Padlet) before the start of every chapter.
2) Note-taking (One Note) during lessons for every chapter/lesson.
3) Curating digital information from online sources to support and deepen their learning. For example, map a SIO/concept to real world context for each theme.
4) Design digital artefact (video) as evidence of their learning, e.g. alternative assessment, once a year.

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Teaching and learning of d.c. motor and waves can be carried out synchronously using physical models and asynchronously using digital models by leveraging on SLS. Students can now learn individually and/or collaboratively with the help of visualisation-based learning and multiple representations.

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Teachers to use the tools to group similar errors and /or misconceptions from the data analysis of the tech-enable assessment and use it as a resource  to teach in the classroom

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Teachers to use the tools to group similar errors and /or misconceptions from the data analysis of the tech-enable assessment and use it as a resource  to teach in the classroom

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Virtual: Use of simulation to illustrate different types of motion, Physical:
for students to further analyze, interpret and describe the graphs in groups during physical lessons

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Use of a consistent mode / platform for students to be assessed for learning. Can also be an artefact to be submitted.

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Use of a consistent mode / platform for students to be assessed for learning. Can also be an artefact to be submitted.

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End of every topic - students can do a short task that requires them to research or find information and document or present. This enables them to have the opportunities to practise digital skills meaningfully.

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Teachers to make use of technology to provide immediate feedback to students and/or for students to feedback to each other.

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Use multi-modal (eg screenshot, simulation) linked representations of concepts in both physical (eg real life specimen) and digital environments (eg photo of a leaf with annotations)

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Students  can do self-learning at home using SLS lesson packages. Teachers can use either SLS Heatmap or other ICT Tools like padlet to collate feedback. Teachers will address the misconceptions the next lesson in class.

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draw mindmap after every chapter for consolidation

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Create a collaborative learning culture by having a platform for students to park their questions and allow other students to answer those questions. Teachers can take the role of moderator to ensure the questions and answers are appropriate.

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Expose students to different apps and have common routines for ICT-enabled classroom so that all students are familiar with using technology for learning.

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Peer assessment and self assessment made possible with tech tools

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Peer assessment and self assessment made possible with tech tools

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Is there a way for us to keep a portfolio online of a student's good work? (eg. artefacts from various projects throughout Sec 1 to 4? Say, a Sci video artefact in Sec 1, poster presentation in Sec 3, etc etc)

Or like a 'Science notebook' of sorts online where students can do their digital mindmapping for each topic and save online in their portfolio

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Depending on school's resources (e.g. Google Suite), it is possible to embed various AfL (e.g. Google Forms) and make it coherent to your SLS lessons.
For more resources, you can check out the following webpage. It's a really useful page with a list of websites for AfL.

List of Whitelisted Websites for Embedding in SLS.
https://mo.learning.moe.edu.sg/UserGuide/Vle/teacher/lessons/embed-external-sites-whitelist.html

When considering these sites, it is important to note..
- class profile of students
- routines
- matching to learning objectives

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Students' understanding could be assessed using hinge questions or multiple choice questions posed in the SLS platform.