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[Connect] I am very impressed by the video production and how it relates to our local context and the LO. In a way, this activity connects language learning with architectural design and NE to some extent. [Extend] Prompted by the read aloud activity, we can explore how to embed feedback strategies into the design (i.e., feed-up, feedback and feedforward). [Challenge] I am trying to position the package within the entire unit and see how it may impact or inspire the teaching and learning of other LOs pertaining to the other language skills. Thank you! (Rongchan)

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[Connect] I am very impressed by the video production and how it relates to our local context and the LO. In a way, this activity connects language learning with architectural design and NE to some extent. [Extend] Prompted by the read aloud activity, we can explore how to embed feedback strategies into the design (i.e., feed-up, feedback and feedforward). [Challenge] I am trying to position the package within the entire unit and see how it may impact or inspire the teaching and learning of other LOs pertaining to the other language skills. Thank you! (Rongchan)

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There is a need to differentiate clearly 'what LE - Practice look like' in comparison to other LEs. The explanation and example given to teachers need not be too complex, but easy to understand and simple to comprehend, and doable by teachers. Have a better understanding on the features of LE Practice. Thank you. (Rahmat)

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There is a need to differentiate clearly 'what LE - Practice look like' in comparison to other LEs. The explanation and example given to teachers need not be too complex, but easy to understand and simple to comprehend, and doable by teachers. Have a better understanding on the features of LE Practice. Thank you. (Rahmat)

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Definition of 'Immersive Learning' - Need to be more clearer in term of understanding what do we mean by immersive learning and immersive environment. What constitutes a learning task or activity that is 'immersive' in nature and what is not. Does 'immersive learning' involve learning activities that require students to go through learning process in 'immersive learning environment' such as going into an app as an avatar, choose your own avatar and than go through certain paths, pending on the choices student made, she or he will go through different  learning paths?

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Definition of 'Immersive Learning' - Need to be more clearer in term of understanding what do we mean by immersive learning and immersive environment. What constitutes a learning task or activity that is 'immersive' in nature and what is not. Does 'immersive learning' involve learning activities that require students to go through learning process in 'immersive learning environment' such as going into an app as an avatar, choose your own avatar and than go through certain paths, pending on the choices student made, she or he will go through different  learning paths?

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[Connect] I was prompted to once again consider the role of assessment for the two LEs (i.e., acquisition and practice) discussed. [Extend] We gained new insights into the differences between the two LEs after discussing. [Challenge] What constitutes immersive learning? What is an immersive environment? This needs to be clarified with the teachers so that they can better enact the two LEs. (Rongchan) 

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[Connect] I was prompted to once again consider the role of assessment for the two LEs (i.e., acquisition and practice) discussed. [Extend] We gained new insights into the differences between the two LEs after discussing. [Challenge] What constitutes immersive learning? What is an immersive environment? This needs to be clarified with the teachers so that they can better enact the two LEs. (Rongchan) 

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Learning points:Certain term such as ‘authentic’ need to be made  more clearer, we need to have common understanding of the term used. It is also important to assist teachers understanding by providing sample or example to develop lesson using new learning experiences in SLS and see the alignment with MTL curriculum.The considerations to use ‘Practice’ learning experience in the development of lesson design to benefit teachers . The sample lesson design will help enhance teachers’ understanding and application into their lesson planning and enactmentAs far as PD is concern for ML teachers, efforts are still required to level up teachers’ understanding in applying e-Ped considerations effectively in their lesson, in developing good design map and enactment of lessons. Hope, this piece of work will enrich my learning to better guide ML teachers, and share with my colleagues in MLCS. (Rahmat)

# data[].attributes.subject
Learning points:Certain term such as ‘authentic’ need to be made  more clearer, we need to have common understanding of the term used. It is also important to assist teachers understanding by providing sample or example to develop lesson using new learning experiences in SLS and see the alignment with MTL curriculum.The considerations to use ‘Practice’ learning experience in the development of lesson design to benefit teachers . The sample lesson design will help enhance teachers’ understanding and application into their lesson planning and enactmentAs far as PD is concern for ML teachers, efforts are still required to level up teachers’ understanding in applying e-Ped considerations effectively in their lesson, in developing good design map and enactment of lessons. Hope, this piece of work will enrich my learning to better guide ML teachers, and share with my colleagues in MLCS. (Rahmat)

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[Connect] I appreciate that constructive alignment was being highlighted in the sharing. I could also see how assessment literacy (which also includes student involvement in assessment) could go hand in hand with e-Pedagogy in creating a "participatory, connected and reflective classroom". [Extend] It is great that we are considering the different types of LE in our lesson design. [Challenge] I am still trying to wrap my head around what we mean by "authentic" lesson design as the notion of authenticity can be complicated. I was prompted to think about authentic learning and assessment. But in this context, it seems like we are looking at "authenticity" from the lens of practicality - a lesson design that can be used by teachers. Perhaps this can be further clarified so that all groups are on the same page/have a common understanding of what "authenticity" entails. (Rongchan) 

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[Connect] I appreciate that constructive alignment was being highlighted in the sharing. I could also see how assessment literacy (which also includes student involvement in assessment) could go hand in hand with e-Pedagogy in creating a "participatory, connected and reflective classroom". [Extend] It is great that we are considering the different types of LE in our lesson design. [Challenge] I am still trying to wrap my head around what we mean by "authentic" lesson design as the notion of authenticity can be complicated. I was prompted to think about authentic learning and assessment. But in this context, it seems like we are looking at "authenticity" from the lens of practicality - a lesson design that can be used by teachers. Perhaps this can be further clarified so that all groups are on the same page/have a common understanding of what "authenticity" entails. (Rongchan) 

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For Subject Leads Info (Please delete before sharing) 

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For Subject Leads Info (Please delete before sharing) 

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1. Please make a copy of this Padlet wall for your subject team and park a copy in the folder 'HQ Div Lesson Collaboration'.

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1. After each session, do take some time to reflect and share:

[Connect] What ideas and information presented thus far connected with content, pedagogy and assessment considerations for your subject discipline?

[Extend] What new ideas did you get that extended or broadened your thinking in new directions with regard to designing lessons with e-Pedagogy?

[Challenge] What is still challenging or confusing from the ideas and information presented?

2. [Name] Please put your name in brackets when adding your post.

3. Please complete reflection within 3 days of each session.

Thank you.