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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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Arrange for more sharing and coaching within Department where teachers can  learn from colleagues on infusing tech enabled lessons

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Pathlight School (Kah Weng)

Our school is currently using the Microsoft suite of applications. We Assign work through OneNote and the students can also work on and submit the work through the same application on their end. We can then give feedback and annotate directly in the app, being much easier as all teachers have an iPad. We also use MS Teams and we have class groups where teachers can give comments and answer questions they may have. We can also meet through video conferences through the app and record those sessions or go into one to one chats with the student where they can ask questions and we can discuss concepts with them in detail to analyse their thought process. This is especially good for express and pure science students.

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All teachers use SLS Pedagogical Scaffold in designing technology-enabled lesson packages and include SLS features in the learning activities for the Active Learning Processes to achieve the intended outcome.

Sec 1 and 2: Teachers design for inquiry learning experiences (once a term) to provide opportunities for students to extend learning and apply knowledge in different context and application to daily life relating Science-Technology-Society-Environment.

Students will do research on related issues relevant to topic to discuss ethical, social, economic and environmental implications

Students will work in groups to discuss, and build on ideas for given scenarios.
Sec 3 and 4: Teachers design for inquiry learning experiences (one per topic) to provide opportunities for students to extend learning and apply knowledge in different context and application to daily life relating Science-Technology-Society-Environment. Students will do research and engage in learning interactions extended to student-community for learning from partners such as NKF. Students can design inquiry based experiments to test out solutions/hypothesis and will share their solutions or findings after considering the different evidences they have found.

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Science Experiential Projects for all levels, taken as part of our Weighted Assessment.

Example: Physics
Task given: Students have to demonstrate their understanding on a selected Physics concept of their choice through a digital artefact. Students are marked through a set of rubrics designed by the Physics Unit.

1. Students are to work in groups to submit a proposal in the class's Google site.

2. Teachers are to provide feedback about the submitted proposal to the students through online annotations in the Google documents that resided in the Google Site.

3. Students will be collaborating to create a digital artefact (such as stopmotion videos, animations, lecture videos, powerpoint slides, posters, etc.) to illustrate the concept chosen.

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Opportunity for Peer Assessment
students to create
Creation of

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Using the heat map, we can identify the concepts which students need further clarifications.

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- Post related short science videos on Google Classroom for students to view before or at the start of the lessons and share their views/comments via Google Forms
- During lesson: Use SLS function to do note taking / note-taking function on E-slides viewed from their own devices.
- At the end of each sub-topic: Use of Google Forms in Google Classroom to submit short 5 min reflection.

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Students will research on their own (self-directed) on a particular phenomenon or observation. They can even speak to organisations (e.g. if environment related, they can speak to NParks. They will then share their findings on SLS  or through online discussion boards (digital).

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Include the use of formative assessment strategies in SLS lesson packages. Teachers can use technology to collect and use data effectively to allow for formative feedback which can help to feed forward students' learning.

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Scan worksheets and students work on the soft copy and submit. Teacher will marked and annotate giving written feedback and address error analysis in class.

Use Padlet for Inquiry based learning, collaborative learning

Use SLS quiz for instant feedback

Use Peardeck for Polls, and instant feedback

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Make use of quizzes e.g. on SLS/ google classroom to help inform us of students' learning (gaps). This would allow closer monitoring of students' progress. Can also help to scaffold students learning through the use of hints (on SLS).

Immediate feedback that can be given through various platforms allows student misconceptions to be addressed in a timely manner. When the teacher collects the physical work to mark, it sometimes takes a while before students are given feedback.

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Use of Googleform for MCQs with immediate feedback given to allow students access to explanations. At the same time, it allows teachers to use this data to go through the common incorrect responses f-2-f.
Use of Peardeck/classkick during lessons where teachers can pose questions and allow students' responses to be captured and selectively shared with the class.
Googleslides allows for collaboration (group work)
Use of 'classwork-assignment' in googleclassroom to collect students' digitised work, rubrics can also be made available and grading can be done with feedback given to individual students.

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Sec 3 & 4: Take notes during every lesson. Collaborate and create a mind-map after each topic.

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All sec 3 and 4 students are to complete an exit quiz / true-false justified statements at the end of every sub-topic on SLS.

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Using various apps and SLS for in and out of class quizzes and and formative assessment during vocational theory lessons.

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Use blog and share as level. One stop repository

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PCS Celine - use of SLS and apps like Showbie to support formative assessment

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All teachers will conduct a post topic/unit assessment using an online assessment tool that provides immediate feedback to students. Teachers will then use the information from the online assessment tool to address learning gaps identified.

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Students are provided with both lab and digital resources to access and learn, work in groups to discuss, and build on ideas relating to STEM Education : Genetic engineering and Microbit- Computational thinking. These include LJ to Science Centre

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Use of thinking routines like 3-2-1 for students as a form of exit card to consolidate and reflect on their learning at the end of every lesson. The ICT tools can be padlets, google form etc.

The teachers can use the consolidated responses to monitor students’ learning as well as identifies students’ learning gaps.

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Using tools like google sheet to gather responses from groups doing an investigation (e.g. motion graphs) and allowing for peer and self evaluation.

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Students use google classroom to view online lectures. Teachers can track their progress and even understanding of the topic when they attempt the post lecture quiz.

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For all Science practical, students will be given the reading materials / video(s) prior the practical;
students are allowed to complete a thinking routine (e.g. see-think-wonder) in SLS;
Students can conduct the practical in the physical environment;

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Students to be given opportunities to experience, discuss and demonstrate understanding on the Nature of Science (connecting and curating) - Managing safe and ethical curation of information + Managing online communication and collaboration ethically and responsibly

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Tan Leong Howe_Dunman High School (Dept Strat)                                                Cultivate mind map skills routines                                      All Science teachers are to conduct lessons that use technology regularly to prepare students to do mind mapping of concepts                           Sec 1 & 2: - In groups, discuss and share group learning using online forum.

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Tan Leong Howe_Dunman High School (Dept Strat)                                                Cultivate mind map skills routines                                      All Science teachers are to conduct lessons that use technology regularly to prepare students to do mind mapping of concepts                           Sec 1 & 2: - In groups, discuss and share group learning using online forum.

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Sec 3 & 4: - Individually, students will develop concept maps and invite comments from peers.

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