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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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Using Padlet or similar tool on the SLS, students can post an exit ticket. Teachers or other students can comment.

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Using Padlet or similar tool on the SLS, students can post an exit ticket. Teachers or other students can comment.

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for example, after a group presentation, students write their questions and presenters can provide answers to the questions.

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1. Google document for SEQ, SBCS, Reflections etc
- to track and monitor thinking, to provide teacher and peer feedback, to allow opportunity to rework their answers.

2. Interactive Thinking Tools on SLS
- to understand prior knowledge or check for understanding --> teacher can then address misconceptions or gaps

3. Padlet
- to allow peer feedback through comment function]

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How to select reliable sources to co-construct and analyse a given hypothesis using ST online resources?

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How to select reliable sources to co-construct and analyse a given hypothesis using ST online resources?

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Students are to design a Source Based Question based on a given hypothesis by a Teacher? (Teacher selects the topic and hpothesis, e.g. Is healthcare affordable in Singapore?)
Sec 3-4
Task 1
Take notes with reference to the Hypothesis question using onenote

Task 2
Search the websites (Government, ST online and other reliable perspectives online) to analyse and sieve out sources whom they feel can help them support or oppose the given hypothesis statement given by Teacher

Task 3
Use the forum to work as a group and analyse the source together as a team to help select the best 3-4 sources for this task

Task 4
Co-Construct this sources to a table format as 4 different sources and come up with rubrics as answer to the hpothesis qn.
(creation/group productivity)

Siva, HGSS

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1) to use online quizzes to check student's content mastery.
2) online discussion forums to check conceptual understanding.

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Students to produce 3 digital reflections on current affairs per term for Social Studies on SLS. Allow peers to critique and annotate on SLS.

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Students could do their SBQs on SLS and use the annotate tool to mark out what they thought are the various components of the answer e.g. Msg, Evidence, context, intended outcome etc. This makes ttheir thinking visible to the teacher and allows the teacher to identify any conceptual error or misunderstanding.

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Routines to activate prior knowledge &
Routines for exit ticket:
SLS/ Padlet / Kahoot  to get students to share what they have learnt and also let their peers look at their answers.

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Use of Google classroom tools / google document for AfL task. Teachers are able to comment / provide feedback both online / offline. Students have to comment and submit before they can view their classmates' contribution. They are able to learn from their classmates too.

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Learning Routine: Managing online communication and collaboration

Students can be engaged in an online discussion using padlet about who was responsible for the war.

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Use of padlet, sls and google doc where students would be able to practise discussion [padlet], SDL [SLS] and CoL [google doc] to showcase their level of understanding.

Students could also create info posters or ppt presentations to showcase them applying learnt content.

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Design online debates using discussion platforms (e.g. SLS) where students share their perspectives on Humanities topics/issues. Following which, in class the teacher would help them to synthesize discussions to derive conclusions.

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Routine to check for reliability of sources so as to make well informed decision whenever they are tasked to conduct research.

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Setting quizzes using mcqs, Using certain thinking routines to generate responses from students And posing reflection questions to analyse/unpack to sources (textual, videos, photos etc)

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Level coordinators to plan and enact suitable lesson(s) using any of the following pedagogical scaffolds for the level teachers to adapt and implement:
- Discussion
- Collaboration
- Inquiry.

Possible use of technology include:
- Online platforms as a safe space for the expression and consolidation of views for in-class discussion to synthesise, especially for concept development lessons
- Curated sites for students to research information and consolidation of group's research for inquiry and collaboration

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Managing safe and ethical curation of information in Languages and Humanities

Secondary 1 and 2
Train students on using Boolean operators to search for information

Secondary 1, 2, 3 and 4
For Geographical Investigation - For Secondary Research, students include the source where they obtained the information.

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Using padlet/sls for peer assessment, kahoot and quizizz for self-assessment

Using google docs/google sites for HI/GI

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Reading of online materials provided on SLS (flipped classroom)
Research online for other perspective available and to be able to make a stand
Consolidate together in class via online tools or debate so that they can all see each other's perspective on the matter

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Provide different kinds of digital graphic organisers for note-taking. Allow the students to express their learning in different forms eg. writing or drawing

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All Humanities teachers to use technology to incorporate effective learning routines to enhance T&L.

Secondary 1 & 2
To check students prior understanding of content, a quiz is given in SLS for students to complete before the lesson.

Secondary 3
To provide a voice for all students , online discussion forum could be included as part of consolidation of learning after every topic.

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Students will be able to make use of online resources like virtual learning journeys or even VR 360 resources that will enable them to have a better understanding of the world. Students can also have an option of developing digital end products for HI etc which will be more inclusive and support digital literacy.

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Use padlet, kahoot etc as FA tools. Teacher can respond to the answers given, probe, extend, correct. Cover the gaps seen.

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Introduce thinking routines on assessing web-based information for tasks

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Introduce thinking routines on assessing web-based information for tasks

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At the end of every lesson, digitise exit card eg 3-2-1

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Use of padlet wall/ kahoot quiz/virtual learning space to expand learning knowledge and allow students to clarify their doubts and be more confident in asking questions

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Providing students a controversial topic or agree/disagree question (based on SRQ B) on mindmiester and get students to provide their arguments.

This will help teacher to keep track of student understanding of the chapter / content taught and how they have synthesized the information.

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As a school, select a few common online platforms (e.g.: Google classroom, padlet, one Note) to be used across all subjects. As a result,  both teachers and students will be familiarised with the learning routines from using the same online platforms.