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New Features for My Drive, Link Class & Inter-school Groups: 3 Dec 2018

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New Features for My Drive, Link Class & Inter-school Groups: 3 Dec 2018

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New Features for Lesson Design & Poll: 3 Sep 2018

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New Features for Lesson Design & Poll: 3 Sep 2018

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Ministry of Education Mail - Student Learning Space_ New Feature Update (3 Sep 2018)

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English Language Design Considerations _Sec.pdf

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Science Design Considerations - Sec_JC.pdf

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Please refer to the KM@Hillgrove or J Drive (W:\04 - Finance Admin Operation\4.7 ICT\4.7.8 Resources Library\SLS\TLS-Resources for Hands-on).

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Seating Plan (by department) for TLS 05-2018.pdf

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SLS Pedagogical Scaffold & STP Pedagogical Practices

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Their profile are naturally tech.

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A Magazine Is an iPad That Does Not Work.m4v

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Will you leverage on this platform to help your students learn?

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Design Maps POA unit (upload on padlet).pptx

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Design Consideration For Applied Subjects

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Design Consideration For Applied Subjects

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The electronics curriculum aims to give a balanced coverage between theoretical content knowledge and the development of engineering skills. The framework (Fig. A1) consists of two domains: the content domain on science of electricity & components and the process domain on engineering design. These two domains are underpinned by big ideas in systems which are presented as key questions in the framework. An essential feature of the framework is the interplay between these two domains: content knowledge will be applied to design and build electronic systems through the engineering design process which in turn deepens understanding of the content and big ideas of the subject.

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The electronics curriculum aims to give a balanced coverage between theoretical content knowledge and the development of engineering skills. The framework (Fig. A1) consists of two domains: the content domain on science of electricity & components and the process domain on engineering design. These two domains are underpinned by big ideas in systems which are presented as key questions in the framework. An essential feature of the framework is the interplay between these two domains: content knowledge will be applied to design and build electronic systems through the engineering design process which in turn deepens understanding of the content and big ideas of the subject.

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Designing Good Lessons with Learning Experience Templates

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Designing Good Lessons with Learning Experience Templates

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Design Good Lessons with the Learning Experiences Templates

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Ministry of Education Mail - [For HOD ICTs' Action] SLS How-to Videos and Resource Highlights

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Make Thinking Visible with the Thinking Routine Feature

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Make Thinking Visible with the Thinking Routine Feature

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Make Thinking Visible with the Thinking Routine Feature

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One rep per couple: Please download this file & upload under your respective dept.

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Your Feedback on Staff Adoption & Review

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Your Feedback on Staff Adoption & Review

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What can we do as a school? Individual Action Card

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What can we do as a school? Individual Action Card

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One rep per dept (ICT Champions): Please download this file & upload under your respective dept

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SLS Feature to Link Classes Across Years

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SLS Feature to Link Classes Across Years

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With this “Manage Link(s) to my Class(es)” feature, teachers will be able to establish a connection between their current classes and their classes from the previous year, enabling them to track their students’ progress across both years.

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Linking Current and Previous Subject Classes

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Organise Your SLS Resources with MyDrive

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Organise Your SLS Resources with MyDrive

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Organise your own SLS resources with My Drive for Teachers

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Online Courses & New Features (December 2018)

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Online Courses & New Features (December 2018)

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It is not so mobile device friendly.
Students keep forgetting the password. Logging in is very tough.
The User Experience is not as developed as it should be.
The teacher can reset the password, but it is troublesome to be the admin manager to reset the password for students, especially if all of them ask at different times. It would be great if there was an automated self-change password system.
The content currently in there may not be 100% aligned with how a person teaches.
Could it just be used as an enrichment or additional type of resource?

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Some practices we can adopt- E-quizzes, upload authentic materials and sources, use SLS for pre-lesson activities, independent tracking/self-marking tools

Some challenges -
Teachers' competency and readiness level,
time factor (for preparation)
Student readiness and access to internet, IT infrastructure

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Secondary 1 to 3 holiday assignments. Researching on possible design situation and sketching practices.

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Students can learn at their own pace. A resource centre to help students, like when the teacher is not around. They can use it to revisit any concept that was taught, anywhere, at any time.

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Link to HGV PE Portal

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In Hillgrove Secondary School, PE Teachers have adopted the Sports Education Model as one of the many approaches to teach our students. Through the Sports Education Unit, students get to take up roles and responsibilities to provide them a more holistic learning experience.

Dance as a Playful Experience - Students are led through a variety of dances where they learn simple moves, without worrying about the 'rules' of dance (choreography and technique).

Dance Appreciation - Students learn about the Elements of Dance and the historical context of different dance genres. Students share prior knowledge and express personal interests to guide their learning.

Developing Connections - Through listening, self-reflection and large group movement activities, students learn to connect to music, gain a sense of self-awareness and develop interpersonal skills.

Creative Exploration - Students explore various ways of expressing their thoughts, opinions, ideas and stories to different styles and genres of music by applying the creative process.

Skill Refinement - Students create short routines that apply their understanding of the Elements of Dance. They refine the techniques and movements that will be required to execute a dance performance as an individual or as a group.

Dance Performance - Students perform a dance routine as an individual or group using the Elements of Dance to communicate messages, thoughts and stories. Students apply strategies to learn and remember choreography.

In the past we have placed too much emphasis on learning skills and not enough on learning how to play skillfully-that is, learning how to use those skills in competition. The games approach, in contrast to the traditional approach, emphasises first learning what to do, then how to do it. Moreover, the games concept approach lets kids discover what to do in the game not by your telling them but by letting them experience it.

It is a guided discovery method of teaching that empowers students to solve the problems that arise in the game, which is a large part of the fun in learning. The games concept approach, in time, helps to develop a thinking player. This means that the student has an innate understanding of what is going on around him/her and has the talent to influence the game. The use of guided discovery by teachers will be a positive influence on this healthy PE experience.

On the surface, it seems to make sense to introduce sports using the traditional approach-by first teaching the basic skills of the sport and then the tactics of the game. This approach, however, has disadvantages. First, it teaches the skills of the sport out of the context of the game. Students may learn to control, shoot, pass, dribble, and head the ball. But they find it difficult to use these skills in the real game, because they do not yet understand the fundamental tactics of the game and do not appreciate how best to use their newfound skills. Second, learning skills by doing drills outside of the context of the game is downright boring. The single biggest turnoff in sports is overly organised instruction that deprives students of their intrinsic desire to play the game.

The games concept approach is taught using a four-step process:

1. Help the players discover what they need to do in order to play the game successfully.

2. Teach the skills of the game.

3. Practice the skills in another game.

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In Hillgrove Secondary School, PE Teachers have adopted the Sports Education Model as one of the many approaches to teach our students. Through the Sports Education Unit, students get to take up roles and responsibilities to provide them a more holistic learning experience.

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PHF Resources (worksheets, answer keys, videos, posters, etc.)

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“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”

― John Dewey

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Integrating SLS with existing SOW and Sec 1/Sec 2/Sec3 Workbook

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Integrating SLS with existing SOW and Sec 1/Sec 2/Sec3 Workbook

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SLS Guide - Create an Announcement (31 Jan 2019)

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HGV Design Challenge

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Synopsis

The hands-on session aims to develop teachers as designers of learning experiences and environment with technology. It provides an opportunity for teachers to come together to apply design principles guided by the SLS Pedagogical Scaffold to solve their teaching and learning problems with SLS.

Additional resources are also provided to support the teachers in their preparation of their well-thought SLS lesson packages. For CDS Facilitators, resources, to facilitate peer observations, will be shared.

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The hands-on session aims to develop teachers as designers of learning experiences and environment with technology. It provides an opportunity for teachers to come together to apply design principles guided by the SLS Pedagogical Scaffold to solve their teaching and learning problems with SLS.

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Resources via KM@Hillgrove

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Thank you

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Design Map - Gradient of Straight Line (2NT)

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Design Map - Gradient of Straight Line (2NT)

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Design Map - Further Trigonometry (Area of triangle)

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Design Map - Further Trigonometry (Area of triangle)

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Design Maps (24 Apr) - Language Teachers (English,  Malay, Chinese)

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Design Maps (24 Apr) - Language Teachers (English,  Malay, Chinese)

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Lesson Enactment Observation Sheet (Blank)

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Lesson Enactment Observation Sheet (Blank)

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For CDS Facilitators

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Lesson Enactment_ Observation Sheet (Blank)

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Lesson Enactment_ Observation Sheet (Sample)

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Lesson Enactment_ Observation Sheet (Sample)

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For CDS Facilitators

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Lesson Enactment_ Observation Sheet (Lee LL)

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SLS Pedagogical Scaffold & STP Pedagogical Practices