# data[].attributes.body
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

# data[].attributes.body
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.

# data[].attributes.body
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!

# data[].attributes.body
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.

# data[].attributes.body
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)

# data[].attributes.body
Create AfL exercises targeted at identifying misconceptions (a learning gap) for whole stream/level, with feedback for wrong answers and explanation for correct answers, which all teachers will use to monitor learning in class. This resource can be reused and refined over a few years. Possible platforms: SLS, Google Form, Kahoot.

# data[].attributes.headline
Use of SLS for formative assessment - HYSS 

# data[].attributes.subject
Use of SLS for formative assessment - HYSS 

# data[].attributes.body
Use of SLS for Exit Passes or Reflection after each chapter. Students are made to answer Exit pass questions or reflection questions after each chapter. This is for the teachers to gather misconceptions after each chapter and address them.

# data[].attributes.headline
Lai Jin-Chi Matthew (North Vista Secondary)

# data[].attributes.subject
Lai Jin-Chi Matthew (North Vista Secondary)

# data[].attributes.body
To leverage on the affordance provided by technology, we could incorporate peer assessment as part of learning. This will have the advantage of placing students in the shoes of assessors and provide them with a better understanding on the requirements of assessment.

For instance, students could be required to upload the Physics Practical onto Google Classroom using CamScanner. They are then assigned, on a rotational basis, to assessed the work of 1-2 of the fellow peers. In addition attaining a better understanding of the requirements, it would also reveal the gaps in knowledge and understanding that students have. It also has the advantage of creating a digital storage of resources that they can refer to at their own pace and timing.

# data[].attributes.body
Do a digital exit ticket, such as questions aligned to learning targets to check for understanding.

Invite students to share their understanding of the current topic, so that teachers can assess how much the students know, and their weaknesses. Can use SLS interactive tool to show the responses, following which teacher can address some areas.

# data[].attributes.headline
Transiting between digital and physical space - HIHS Jee Yen

# data[].attributes.subject
Transiting between digital and physical space - HIHS Jee Yen

# data[].attributes.body
Checklist or routine so that students becomes comfortable switching back and forth or even using both at the same time seamlessly.
e.g. Using datalogger and carrying out experiments outdoors or on their own.
e.g. how to carry on the communication digitally and physically (face to face), switching to and fro
Ultimately, students must be able to  use whatever in the digital world for the real world, not just technical or operational routines but routines for life long learning.

# data[].attributes.body
Perhaps, to manage the pace, different departments can offer to develop different digital skills. Cumulatively, students will learn the multitude across different subjects.

# data[].attributes.body
Use of the following for AfL:
1) digital success criteria checklist
2) Find it fix it
3) mind mapping to consolidate learning
4) Game based assessment - "Time to climb" on Nearpod

# data[].attributes.body
Design a tasked-based lesson whereby students form teams to participate actively in team discussion and cross-team inputs via the SLS platform for collaboration. Teachers could consolidate students' inputs and feedback and close the learning gaps or clarifications in the physical learning environment.

# data[].attributes.body
Teacher can video-record solutions  to some of the assigned questions for students to learn at their own pace and self-assess for themselves if they have any misconceptions.

# data[].attributes.body
conducting science investigations where collation and analysis of data can be done on the device. Students can also record the experiments/investigations that they are conducting for reviews later or peer reviews.

# data[].attributes.body
[Setting up Interest Groups] Students can set up interest groups and deepen their learning in the particular topic. I am wondering whether access to the discussion forum can be extended to subsequent batches of students. [Self-Help Q&A]
Students can post and answer questions in the discussion forums. Teachers can help to facilitate and vet / refine questions and answers posted online. It can also act as a repository for commonly questions :)

# data[].attributes.body
(achieving chapter objectives)
Students to complete the success criteria checklist at the end of each milestone (end of a major segment in each chapter, or end the end of each chapter).
(parking lot)
Students to pose one question using thinking tool in SLS at the end of each chapter. Peers/teachers can address these questions.

# data[].attributes.body
Design a project based group assignment. Each group has the autonomy to choose one of the 5 scientific principles to explain a video recorded phenomena outside school & home. Each group will digitally record their discussion in a learning log. Design their presentation & submit it in google classroom. If presentation is to be done in classroom, each group can present from what they submitted in google classroom. If it is homebased, student can zoom meet to present.

# data[].attributes.body
Create tier-MCQs that can assess student understanding?

# data[].attributes.headline
Use of SLS for discussions and and assessing students' understanding

# data[].attributes.subject
Use of SLS for discussions and and assessing students' understanding

# data[].attributes.body
Provide opportunities for students to communicate or share in discussion forum in SLS. Differentiated assessment in SLS for more independent learning. Students can monitor their own progress and learn at their own pace.

# data[].attributes.headline
Using Google Form / SLS to capture 3-2-1 after each lesson

# data[].attributes.subject
Using Google Form / SLS to capture 3-2-1 after each lesson

# data[].attributes.body
3 things that the student has learned
2 aspects that student find challenging
1 question that the student still have at the end of the lesson.

# data[].attributes.body
Using SLS discussion platform for effective communication and collaboration skill development. Students should learn to communicate confidently and with precision so that their intent is clear. Therefore, teachers need to design learning tasks that allow opportunities for students to make their thinking and opinion visible.

# data[].attributes.body
For: Sec 1 Science
Progession: From pen and paper data collection to, designing an authentic outdoor acitivity for students which involves the use of data-loggers linked to a personal learning device which enables them to analyse the results collected.

# data[].attributes.body
Design a flipped classroom activity that requires students to present their findings / understanding of key concepts learnt (group activity).

# data[].attributes.body
Students conduct a safe Physics expt at home, then video record their lesson set up and how they carry out the expt. They can post the video and findings
in google classroom for teacher / peers' to assess.

# data[].attributes.body
To design structured inquiry based SLS lessons which has learning routines and tech-enabled assessments features. The lessons will be designed for learning in both the digital and physical environment.

# data[].attributes.body
To provide opportunities for self-directed learning, teachers to design e-learning packages for appropriate topics or revision; target - one package per semester.

# data[].attributes.body
Students oollaborate in groups to design experiments to apply their learning. They collect data, analyse data and draw conclusions. they can be learning in both physical and virtual environment.  Conduct expts in the lab, collaborate using online tools to analyse data, draw conclusion

# data[].attributes.body
Assessment need not be by teacher/system. Students can conduct their own assessment. For example, provide learning checklist that specify success criteria for the task(s) during self–directed learning phase; as students check the list, it provides monitoring of progress and prompt for intervention by teacher.

# data[].attributes.body
It helps the students to pen down their thoughts and reflections for the activity/lesson which can be used by the teacher for discussion as well as for peer-peer comment

# data[].attributes.body
Students work in group where they go for a learning journey and create a video to educate their classmates based on the area they choose to work on. Teachers ensure they should not be any overlapping of area so that learning of students can be optimised as a class.

# data[].attributes.body
The pattern of assessment questions has changed from simply being informative or comprehensive to analytical. Teachers should therefore design tasks that provide opportunities for students to analyse data and understand the problem at hand independently by observing patterns and trends.

# data[].attributes.body
To leverage on interactive thinking tools during an inquiry lesson for students to pen down their observations after viewing a science demonstration or exploring an online simulation.

# data[].attributes.body
For Sec 1 General Science Performance Group Task,
Digital :
- pose questions
-evaluate experimental results
- communicate findings with peers.
- the teacher will monitor and provide feedback.

Physical:
Plan and carry out the investigation to test the hypothesis.

# data[].attributes.body
Students should be given the opportunity to use communication tools (synchronous or asynchronous) to clarify their doubts after every sub-topic

# data[].attributes.body
https://us02web.zoom.us/j/8766144954?pwd=TDB1V243dGFmeU1pTWJNUG1TRzBFZz09

Meeting ID: 876 614 4954
Passcode: HODIPws1_2