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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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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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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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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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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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Students complete a fill-in-the blanks quiz in SLS as Exit Cards so they can get immediate feedback about content learnt and learning gaps.

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Students complete a fill-in-the blanks quiz in SLS as Exit Cards so they can get immediate feedback about content learnt and learning gaps.

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All teachers/students to set up a OneNote account for consolidation of lesson materials / note-taking (organisational skills)

Using section for chapters
1) note-taking during lesson
2) summarise / consolidate learning by writing down formula / special examples / techniques (daily? weekly? by sub topics?)

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Using digital tool to broaden perspective:

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Using digital tool to broaden perspective:

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- Students can do online research on a particular topic, for eg the history of Pythagoras Theorem, and the story behind the formula.

Collaboration with others:
- Students can share their findings in the SLS Interactive Thinking Tool and discuss on topics like how useful Pythagoras Theorem is in this era.

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Each student to set up a digital OneNote notebook to curate subject notes or websites. Subject teachers to assign and return assignments via OneNote Class notebook.

Students to routinely check for returned assignment and feedback given.

Students to collaborate in the collaboration space when teachers assign group work.

Open tools (DESMOS/Geogebra) are shared by teachers in the notebook for student exploration. Students to create one artefact ( demonstration/ real life application) using the open tools once per term.

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Use of SLS to monitor students' learning and to provide feedback

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Managing on-line communication in Mathematics

At the end of a chapter, teachers to assign a 'what's wrong?' question. Students can discuss online and submit their findings (either as a group or individual)

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Use of quiz at the beginning of lesson or at the end of a lesson segment to check on students' prior knowledge or understanding of current content.  Review heat map and close gap.

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Use of quiz at the beginning of lesson or at the end of a lesson segment to check on students' prior knowledge or understanding of current content.  Review heat map and close gap.

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analysis of data / students' work available in the heatmap after lessons?

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Students to create concept maps  at the end of one or few related topics in Add Math.

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Use SLS to create Pre Test to assess students prior knowledge.
Then a post test to assess learning outcomes.
Both test can have answers with explanation provided for self directed learning.

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Using of heat map will help to identify learning gaps and students with issue in the topics.
Addressing the gaps will depends on what is the gap. It might be redoing the lesson or addressing the issue there and then.
Can also get those students who understood to help to explain...

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Use of online tools for students to carry out self directed learning. Students can make use of the online information to learn beyond what has been taught in class.

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Use of online tools for students to carry out self directed learning. Students can make use of the online information to learn beyond what has been taught in class.

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At the end of selected group of topics, students can share information with regards to the topic but not covered by teacher to extend learning and instill in them the joy to learn beyond.

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During the lesson, teacher can quiz the students using SLS Mcq(with heatmap to feedback to the teacher whether students have really "learn") to assess the understanding of the students to adjust the pace of the lessons.

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Students can access to the various online websites to gain a deeper conceptual understanding of the properties of circles.

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Usage of  teachers' self-recorded videos to explain Mathematical problems. For example, students may attempt the quiz in SLS and refer to the self-explanatory video for solutions. Learning is also personalized as students can watch at their own pace as many times as they wish to.

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Use of success criteria checklist to check for understanding (own, peer)
Use of SLS platform for peer critique

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Online tools - To ensure the knowledge, skills, and values taught remain current and relevant.

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Students learn how to annotate their learning on their digital notes.

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Student Learning Routines to be created and used for every digital lesson. Students to have refelecion at the end.

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S1 and S2 teachers can design a flipped classroom Learning Experience using SLS. Students can acquire base concepts by exploring the digital resources provided. For example, an appropriate topics is Pythagoras Theorem where student find out about the Pythagoras Theorem, what types of triangles it can be applied to and the sides that a, b and c represent in a right angled triangle. S3 students can acquire be provided with some digitial resources + find out themselves the application in real world context. A example of this topic can be trigonometric ratio (TOA, CAH, SOH). This can be done once per term for a start.

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teacher use google classroom and upload lesson for the day to be use in class. In the google classroom, there are segment where for fast pacer to do extended learning or HOT questions to stretch the better students. At the end of lesson there is a exit section where students can do reflection or check on the sucess criteria

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Use online tool like clinometer app, app to find distance etc to design a plan to find height of a flag pole/tree/etc. Share the plan online for peers to feedback.

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Use online tool like clinometer app, app to find distance etc to design a plan to find height of a flag pole/tree/etc. Share the plan online for peers to feedback.

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online information to solve problem in real world context

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Students learn how to input a range of values with the graphing software to compare, predict and test their findings.

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Students can type in their responses on questions such as misleading statistic question online (e.g SLS platform) and then the teacher can refer to it to generate further discussion in class.