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When we adapt a Teaching Action, we need to be explicit when we engage teachers:
1   Thinking routine:  what are student thinking about and what does teacher do with student responses
2   Role of ICT:  the value add of ICT in enhancing teacher-student-content interactions must be articulated; need to be mindful that ICT use is not "passive"
3  Depth of learning: rationalise clearly how the learning activity is aligned with the required understanding of concepts and process skills within the subject discipline

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1) the conversation on explicating the thinking process and strategies is very important. It is necessary that we can operationalise the thinking process and strategies so that we can mentor teachers. Eg, when we want students to "categorise", what skills and thinking do we need to help students to develop the "categorisation"  skills. We need to help teachers unpack the idea "categorise"
2) need to explicate the value of technology in each subject area beyond making students thinking visible.

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It was a good activity for me to see how to link STP and SLS. One challenge I had in the process was finding a good fit for the activity already planned but that was probably due to the nature of the task because I followed the planned activity closely. What was good is I now see how the activity could be improved further with my better understanding of the STP now.
My challenge would be to further my understanding of STP in order to link it better to SLS. Another challenge for myself is to enhance the role of technology beyond passive use and to consciously think about the subject disciplinary when designing tasks.

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its necessary to be flexible when using the STP and trying to map it to SLS PS - at the end of the day, the STP provides ideas that you canuser at various phrases of lesson design, so dont get walled in by where the teaching action has been categorized

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- To think about the affordance of tech and the value proposition of using tech.
- To bear in mind the subject disciplinary outcomes, relationships between concepts to be learnt and how teachers will be using the information to draw linkages and make visible these linkages to students.

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The TAs provided in the STP need to be taken in context with the whole lesson experience when designing lessons with SLSPS. Bearing this in mind we need to be clear on the intent of the individual activities in relation to the affordance of the tech and/or the evidence that the tech comes in to help collect.

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Is important to have an over view of STP, looking at STP as a totality. Teaching action is just reference and one should not need to follow step by step, need to adopt and adapt to meet the T&L needs for our student profile.

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1. Conducting a "pedagogically sound" lesson requires us to think deeply on how learning occurs in the mind of students and teachers as well as how social interactions help everyone to construct meaningful knowledge.

2. However, there are many changes a teacher has to grapple with, from ALP, to the change of lesson flow, to crafting success criteria and designing questions. How can we as ETOs help manage the changes with the teachers and not overwhelm them ?

Change takes time and usually it is iterative.

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Need to have a more comprehensive understanding of the STP in order to be able to guide teachers to plan using both SLS PS + STP.

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Use of STP :
1   STP  Teaching Action:  As a reference for strategies for active learning
2   STP  Considerations:  To discuss teaching areas in detail

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1) Teaching actions that are provided are classroom strategies. E.g. KWL, Think-pair-share.
2) What are the cognitive scaffolds, guiding questions and thinking routines that will help students achieve the success criteria.?

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When considering the teaching action, designers want to ensure subject disciplinarity thinking (how would the response / thought process help with student's EL KSVA) too. This is an important point to bear in mind such that the designer is cognisant of the types of responses he/she wants to collect.
And thereafter, the affordance of ICT could be optimised when matched with the type of response is desired. I guess this multi-layered dimensions of designing a lesson is intuitive/iterative but it does take some time to get used to - to be so deliberate and comprehensive.

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It is important to have an overall view of the STP before attempting to align the teaching actions and teaching areas. The designer needs to be clear of the intent of the lessons and the various phases of the lesson and choosing and adapting the relevant actions to suit that purpose.

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Understanding subject matter and goals

Determining learning objectives

Considering learners' profiles

Sequencing learning

When thinking of how to make use of the STP teacher actions/strategies, we need to consider the above four points and make sense of how the STP teacher actions/strategies can work for the learning we want to achieve.

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The use of technology needs to be carefully thought through when it comes into integrating with the delivery of lesson. There will be data captured and as a ETO, I need to assist the team that I am leading in knowing how to capture the information and also at the same time to see pattern, sort or differentiate the data. This will present a strong case to the school team in knowing the rationale for using the technology in visualizing the information purposefully for teaching and learning.

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1. Seeing Patterns in information - LE Acquisition

When we see patterns in information, does linoit/google sheets make it efficient for the teacher to see patterns?

What is the guiding question/context that the teacher gave the students to help them categorise the information?

As a stretch for the students, does the teacher want to let the students to come up with the categories after grouping the wealth of information?

2. How is one concept map better than another?

Can concept maps be assessed? Yes, a thicker layer of description that enhances a character in an essay (inner thoughts, words, behaviour, appearance, etc) makes a character good in a description. So a mind map can be judged by the quality of the thoughts and the coherence.

What is Hinge Question? Read http://www.sec-ed.co.uk/best-practice/teaching-practice-hinge-questions/

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- While designing lesson using the STP teaching actions, it is important to always bear in mind the learning outcomes (subject disciplinarity). E.g. How do we draw connections to the learning outcomes while using thinking scaffolds for the students? 

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- While designing lesson using the STP teaching actions, it is important to always bear in mind the learning outcomes (subject disciplinarity). E.g. How do we draw connections to the learning outcomes while using thinking scaffolds for the students? 

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When using the  Strategies/Teaching Actions in STP, one should also consider and pair the Thinking Routines and questions to scaffold students learning.

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STP provides the Teaching Actions but when designing lessons with tech, there is a need to consider Subject Disciplinary Concept & to be more purposeful in crafting activities that meet the Success Criterias. Need to help students to align their thinking to what they are doing & to construct meaning & learning for themselves.

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When deciding on the appropriate STP teaching actions, there is a need to consider how it fits into the lesson with regards to the success criteria and also what is the value of technology over pen-and-paper approaches.

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When using STP, we should bring across to teachers that it should be 活学活用. It is not about one-to-one mapping.

Example, if the flow of the lesson is contrary to sound learning principles, it may be good to point teachers to the Teaching Area on "Sequencing Learning".

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What I found useful is the opportunity to hands on and use the STP ourselves. This help me to better understand the needs of the pilot schools as they are trying to make sense of STP and SLS PS.

My takeaways today:
1. [Two-step MCQ] Deliberate design of distractors in MCQs
Choice of a particular distractor = a particular misconception

2. Role of tech: Speed in consolidation to allow teachers to see patterns

3. Analysis of students' responses with use of Excel e.g. correct choice, correct reasoning vs correct choice, wrong reasoning

Have categories to categorise students' responses (either teachers give the categories to students or students come up with the categories and group their post under the right categories)

Guide students to see the analysis of responses

I am wondering how we, as ETOs, better add value to the conversations in schools as we bring the technology lens in the design of the LE, together with the use of STP.