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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.  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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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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Sec 1 to 4:
- Teachers will introduce a Math problem after teaching the topic
- Students will use the See-Think-Wonder routine in ITT to go through the thinking routine to solve the problem.

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Use of suitable ICT platforms such as SLS features, Kahoot, Google form, etc to assess students' readiness and understanding.

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Use of various quiz functions in SLS (e.g. MCQ, MRQ, fill-in-the-blanks, poll etc) during lessons at appropriate junctures or before/after each lesson to check students' level of understanding.

Use of Interactive Thinking Tools to get students' responses. In contrast to the above, this allows for peer-to-peer interaction.

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Teachers to use SLS or google Form platform to upload typical pen and paper exit pass/quiz for students to work on, giving hints and answer key so that marking is automated, while he/she sieves out questions with most errors to highlight as a class discussion next period.

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Teachers to create an SLS checkpoint formative assessment (e.g. quiz, find-the-error, journaling) midway through a chapter to check for understanding for each topic.

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All HBL lessons will have to include a short quiz to assess students' learning.

Using SLS during HBL for Year 4 students to revise previous years topics.

Using SLS to conduct one of the class test.

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Develop routines that promote digital literacy
Sec 1 - Exposure to SLS features like MOE library, shared resources, and forums. Get students to access these resources at least once per week, for current topic being taught. Set ground rules for use of forum postings.
Sec 2 - Continue exposure to SLS features, as well as introducing other online tools, like padlet, and get students to co-create learning in classroom lesson, or outside lesson during blended learning. Frequency is once a term. Students practice ground rules for co-creating knowledge on online platform.
Sec 3 - Students learn collaboratively on platforms like Microsoft Teams, collecting information/data, analysing the data, and presenting the analyses for other students to critique/comment. Make this into a mid-year project since there is no mid-year exams for Sec 3.

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Students can be grouped to discover or investigate based on a problem presented to them. They were to collect data based on certain factors or conditions. With the data collected, students can compile and make analysis of the data using statistical quantities generated using Google spreadsheet. After which, they can compare and comment on one another’s data and analysis. These comments can be collected and compiled using a Google form. They can also record their findings in a Google classroom which they can always recap in future for revision.

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Teachers to use suitable tech assessment tools to check in on learning on a regular basis.  Examples of tools: Classkick, Nearpod, Geogebra classroom, Desmos classroom.
Students be provided with opportunities to articulate what they understand from the lessons.
Progression from teacher-student assessment to student-student assessment and self assessment.

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Use of SLS features such as Heatmap, Differentiated Instructions. External tools like Nearpod, Quizziz, Kahoot may be useful tools for AfL too.

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-Use classkick to assign exit ticket questions. Teachers/ peer tutors can give real-time feedback

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WSS Koh WP
1) Collection of data
2) Organizing data
3) Reading and making sense of data
4) Analyzing data
Progression of the learning of Statistics.

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Use of apps like Nearpod or Classkick to administer Entry or Exit Card, and give instant feedback within the same lesson to address learning gaps. (Teachers can be strategic in selecting which ones to surface for discussion during the lesson, and the best part is students can be given the choice not to write their real names if allowed by teachers). Classkick has a Peer-Help function which is very good for peer assessment.

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Teachers to
1) Design Performance Tasks( in PLT groups) where students submit digital artefacts using creation tools
2) use SLS quizzes as a check in or check out at designated checkpts within each topic.

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Access & manipulate Geogebra applets to explore Angle Properties of Circles

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Design for students to learn in groups out of class/ in-class through a Math trail

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Teachers to design one e-WA in Term 1 and Term 3 through SLS quiz. One of the quizzes will be using the error analysis approach focussing on students' reasoning and communication skills.

Teachers to include ITT (SLS) or school Padlet account for every lesson so students can reflect on their learning. The department MTV routines include What makes you say that? I used to think ...but now I think... See-Think-Wonder.

Teachers to give 4 levels of feedback on ITT/Padlet.

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Using Geogebra (for AR) for learning or for generalisation.

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Design discussion on SLS on a topic. Bring the discussion back to the classroom to come out with a conclusion.

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To develop a routine where students makes use of their note-taking app as an exit card to jot down their one key takeaway from that lesson.

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Design out-of-class learning through Math Trail in groups with the use of PLD

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Students to be given opportunity to use graphing tools to explore the properties of graphs:
1. Sec 1 -Linear Graph
2.Sec 2- Quadratic Graph
3. Sec 3 -Quadratic, Exponential, Cubic, Recropical Graph

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Depending on the profile of students in the class, teachers to use appropriate tech tools to engage and assess students’ learning.

For instance, teachers can create and implement lessons packages on class kick or desmos. Teachers will assess students engagement and learning during the lesson. Teacher to provide immediate feedback.

To encourage peer or self assessment, teacher can implement criteria for success checklist so that students are aware of what it takes to answer a question correctly, check their own work and evaluate their peers’ work.

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Use of Padlet and Mentimeter for students to give quick reflections on the lesson or how they feel before or after the lesson. The “I WONDER...” padlet will get students to pen down what they still wonder about after the lesson. I wonder why, I wonder how, I wonder why, I wonder what if.... very rich content can be created.

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SLS Quiz questions tag to Success Criteria to check for understanding.
- Teacher to view heatmap to check on students' understanding

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Progressive use of e-journaling from lower to upper sec - cognitive & affective aspects of e-journaling.

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cognitive & affective aspects of e-jounaling