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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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All MTL teachers are to design lessons that use technology regularly to support students in learning actively through routines.
1) Lower Sec
Access ZB comma online/ Berita Harian/ Tamil news to listen, read, comprehend passages, learn new words and post reviews on SLS
At the end of every lesson, students can list down key learning points in One note .
the output can also be in the form of oral recording/ physical writing and paste (as students need to write often to be familiar with the characters)
2)  Upper Sec
Access ZB comma/ Berita Harian/ Tamil newsonline to listen, read, comprehend passages, learn new words and post opinions through 2 to 3 perspectives on SLS
At the end of every lesson, students can share their writings with each other and comment on each other's views through some guiding questions for eg, do you agree, what evidence can you add on, if you do not agree, why and give your evidence.
the output can also be in the form of oral recording/ physical writing and paste (as students need to write often to be familiar with the characters)

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All MTL teachers are to design lessons that use technology regularly to support students in learning actively through routines.
1) Lower Sec
Access ZB comma online/ Berita Harian/ Tamil news to listen, read, comprehend passages, learn new words and post reviews on SLS
at the end of every lesson, students can list down key learning points in One note
2)  Upper Sec
Access ZB comma/ Berita Harian/ Tamil newsonline to listen, read, comprehend passages, learn new words and post opinions through 2 to 3 perspectives on SLS

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The department can first adopt the framework or thinking routines they would like to use . For instance, in terms of oral, we can use make thinking visible and circle of viewpoints. Teachers can make use of the ITT in SLS to facilitate discussion and develop students' higher order thinking.

Peer assessment can be done using SLS ITT as well. This hopefully will create a more blended learning environment.

Lower secondary students can work on textbook related topics. While upper secondary students can start to work on current affairs and trends.

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1. Getting students to upload their audio responses onto SLS and their peers to comment on their responses.
2. After discussion of a writing/oral topic, to get the students to share their views on padlet or google classroom

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All MTL Teachers design SLS lessons that :
1) allow students to pen down their input/ point of view/ answers after reading passages/ viewing slides/ flip classroom lessons

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Lesson plan to include pre-learning activity using materials uploaded into SLS by CPDD.  CPDD has provided the 2021 revised syllabus an inclusion of digital materials.
Depending on the fous of the lesson, it could be "word mastery", "essay-writing techniques" or "rhertoric techniques".
The tools used could be MCQ/Poll/Drag & Drop.
No need to have a long and tedious process as this would translate to long screen time. Idea is to spark off their interests and understanding, and paving the way for teacher to provide further understanding.

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CL oral training using discussion template in SLS: 1) Students interact with the content by watching the video on SLS 2) Students sieve out the important information using the thinking routines (e.g. See-Think-Wonder) and think of 3 possible questions that might out be asked and write down the main points. Peers evaluation and self-evaluation take place using the survey function. 3) Teacher gives feedback based on the responses on SLS. 4) Students record their answers and upload their recordings onto SLS

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CL oral training using discussion template in SLS: 1) Students interact with the content by watching the video on SLS 2) Students sieve out the important information using the thinking routines (e.g. See-Think-Wonder) and think of 3 possible questions that might out be asked and write down the main points. Peers evaluation and self-evaluation take place using the survey function. 3) Teacher gives feedback based on the responses on SLS. 4) Students record their answers and upload their recordings onto SLS

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Managing safe and ethical curation of information:

Using OneNote,
Before lesson - view prescribed videos or news articles on a topic. Using See-Think-Wonder thinking routine, students to record their learning and questions on the topic.

During lesson - facilitation by teacher to expand and deepen students' understanding and critical thinking on the topic via Padlet, etc.

10 min before the end of lesson - students to use 3-2-1 to record their learning and reflections.

Where applicable, stylus to be used to continue to build students' competency in writing in the Chinese language.

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Students are provided with digital resources to access and learn, work in groups to discuss and build on ideasfor given tasks i.e. festivals. They will leverage on materials from the net to enhance their learning.

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Students are provided with digital resources to access and learn, work in groups to discuss and build on ideasfor given tasks i.e. festivals. They will leverage on materials from the net to enhance their learning.

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1. Students to upload their responses on to SLS. Peers to evaluate and critic using the routines establish.(Done at own time own space)

2. In class, teacher to go through the student's answer and peer evaulation and give his/her comments. Students to annotate in class.

3. Students to do a second oral practice on SLS using different Stimulus(at home). Teacher to assess if the students acquire the skills learnt.

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Upload reading materials for pre-lesson learning
in class, key in the learning points and pair-up to review and comment
Teacher facilitate in class to clarify doubts and deepen learning by adding on to the points keyed in by students

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Teachers can use SLS/Google Spreadsheet as virtual classroom space. Teachers design for inquiry learning experiences to provide opportunities for students to extend learning. This can be a ill-structured scenario which is relevant to students' lives and students can work together in a group to solve the problem together using various thinking routine tools, researching for possible solutions and finally presenting it as a piece of written work.

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Teachers can use SLS/Google Spreadsheet as virtual classroom space. Teachers design for inquiry learning experiences to provide opportunities for students to extend learning. This can be a ill-structured scenario which is relevant to students' lives and students can work together in a group to solve the problem together using various thinking routine tools, researching for possible solutions and finally presenting it as a piece of written work.

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Sec 1 (Term 1): Create digital artefacts (eg vlogs) to demonstrate understanding of reading texts
Provide rubrics for self & peer assessment

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Using digital resources in SLS students can express their views in the discussion forum. through the activities students can co construct their ideas and do peer evaulation.

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Using digital resources in SLS students can express their views in the discussion forum. through the activities students can co construct their ideas and do peer evaulation.

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Video Response: Student watch video uploaded by teacher on SLS. Students work on answering questions using PEEL method taught physically in class. Student upload their recorded answer. Teacher uses the audio recordings in class to conduct peer assessment using Slido in Mentimeter . Discussion on their opinions can also be captured in Mentimeter open response.

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Video Response: Student watch video uploaded by teacher on SLS. Students work on answering questions using PEEL method taught physically in class. Student upload their recorded answer. Teacher uses the audio recordings in class to conduct peer assessment using Slido in Mentimeter . Discussion on their opinions can also be captured in Mentimeter open response.

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Lower secondary:
Using ITT, students can provide their responses based on a range of stimulus (oral videos, comprehension texts, etc). These selected thinking routines that are selected by the department teachers, preferably pitched at their level such as STW or TPE.

Upper secondary:
Again, ITT can be used. However, the upper secondary students should be exposed to more varied and complex routines such as 4Cs, Compass Points.

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set of rules when using digital tools clearly explained at the begining & included in set of instructions when giving out task.

consequences must be followed thru when students break the rules.

oral practices done digitally

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Real time comments from teachers and peers through this platform is great.

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Sec 1 for Term 1:
Creation of infographic on selected folk tales to demonstrate understanding of a specific folk tale.

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Students to read an article and share at least 5 new words/  phrases. They can also be assigned to do reflection based on the article.

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Using the SLS Pedagogical Scaffolding, teachers to design lessons that encourage students to create own videos on topics of their choice. Students to identify relevant topics/themes for oral component.

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All MTL teachers design oral lesson packages for students self directed learning
1) Students able to view the video stimuli
2) Reflect on the questions provided
3) Record their oral responses
4) Received written feedback on their responses

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Discussion of current issues. Lower Sec: to use padlet to share their views

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Giving personal responses to a specific scenario; A prelude to oral/composition writing

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Giving personal responses to a specific scenario; A prelude to oral/composition writing

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We can videos/articles and upload in SLS to elicit responses from students. Students responded using one of the thinking routines. They may be tasked to provide feedback to their peers.

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Teachers can post on a clip for students to discuss the issues raised in the video clip. Students can record their answers.

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Students are to write Source based essay or expository essay. Teacher upload the relevant videos or articles for students to read in advance (at home). In class, students are to gather in groups and discuss on the questions provided. Peers can comments on other groups answers in the SLS plarform. Teacher will povide feedback.

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Students are to write Source based essay or expository essay. Teacher upload the relevant videos or articles for students to read in advance (at home). In class, students are to gather in groups and discuss on the questions provided. Peers can comments on other groups answers in the SLS plarform. Teacher will povide feedback.

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Leverage on suitable platforms to assess students' learning
1. Use of SLS to assess students' understanding of the text (comprehension)
2. Use of google docs for peer assessment (Composition)
3. Use of Quizlet to assess students' learning of vocabularies.
4. Creation of digital artefacts using google slides/loom/flipgrid etc (Alternative assessment/performance task)
5, Use of padlet to CFU (exit pass/3-2-1)

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1. Teacher upload the compo question and some learning material (videos, news articles)  related to the compo topic.
2. Students highlight the keywords of the compo ques, read the articles and watch the videos. Then they will form a small group and create a Mindmap to craft the compo.
3. Students will do peer evaluation on the Mindmap, point out the good content and provide their suggestions on what could improve as well.
4. Teachers will close the learning gaps and deepen the learning ( meaningful discussion to promote higher order thinking) in the classroom.

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Oral Practice
Using Quiz tool in SLS. Students can submit recordings of their readings and/or oral conversations.
Rubrics provided for self and peer assessment.

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Develop digital literacy through routines

Sec 1 & 2 (every fortnight):

-  Read given articles based on a theme and to share the vocabulary with the class (every fortnight)

-  Using See-Think- Wonder to discuss issues related to the main theme

- Curate a gallery walk to create connections between the different articles to the main theme (every term)

Sec 3 & 4:

- Choose articles based on a theme and see the connection with the individual, community and the world (every fortnight)

-  Discuss how these content can be used to give opposing views of a theme

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Join Zoom Meeting
https://us02web.zoom.us/j/8766144954?pwd=TDB1V243dGFmeU1pTWJNUG1TRzBFZz09

Meeting ID: 876 614 4954
Passcode: HODIPws1_2