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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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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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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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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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Critical Literacy - students to be able to exercise judgement to ascertain if a particular source is trustworthy (personal productivity; curate)

Cultivating multiple perspectives through discussion forums - students to use an online platform to share their views, clarify and challenge others's views (group productivity; create + connect)

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Using GRR as a principle
Sec 1
- Highlight
and 2
- Annotate on a given piece of

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Embedding checklist into writing assignment

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Embedding checklist into writing assignment

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Maybe we can embed a self-check checklist into writing assignments and have students check themselves.

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Leverage on the tools in SLS to support peer and self assessment, and the ITT to give all the students a voice.

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Develop digital literacy through routines
EL teachers can design lessons that use technology regularly to support students in learning actively through routines that develop skills particularly useful to EL such as close reading and metacognition.

1) Text annotation
Students to use text annotation tools to develop close reading skills.

2) Peer assessment/feedback
Students to use online collaborative platforms to give comments on each other's work and act on feedback given.

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Managing schedule
Sec 1 - 5
- Students to keep a calendar and  to-do list on Google (Sch is using Chromebook)

Managing safe and ethical curation of information
1. Students to learn to cite sources while researching,/ curating information for writing

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For Vocabulary, teachers can post Vocabulary Lists online, or even get students to curate their own vocabulary lists online from the readings that they do. They can then share these lists with each other in class, and teachers can also conduct quizzes on these platforms. With data from such assessments easily collated, teachers can address the challenging vocabulary through other means.

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Use the PLDs in class to facilitate an Inquiry Based Lesson, e.g. how to create persuasive arguments for/against a given proposition. Students can use the PLDs to both do research individually for an assigned area and also collaborate peer-to-peer on SLS using Interactive Thinking Tools. A more ambitious lesson could include student-community interaction by connecting students to experts on the topic. At the end, students can also record their arguments for later peer/teacher review instead of having to present one at a time in class.

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Students exchange viewpoints using Google Classroom Bulletin, SLS Interactive Tool or Padlet.

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Students could be assigned to study different areas of grammatical knowledge which they should cover on their own at home (e.g. Use of nouns, verbs, - when it is appropriate to use them, and what errors are commonly found in writing). Content is provided by the teacher in this case. There could be quick checks on SLS for them to assess their learning.

They could then later come together to collaborate on editing a given piece of writing (either online e.g. through Google Docs, or even on a physical worksheet), with each member providing their expertise to make the text more grammatically accurate. It could be extended by getting the group to annotate and explain their corrections to the rest of the class. Since success in classroom is dependent on their individual learning, this might motivate students to actually do their homework.

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Students record themselves doing an assigned speaking task. Students upload their recordings in SLS platform. Teacher and classmates can view their recordings and provide constructive feedback. Teacher could conduct class discussions based on selected recordings. Students may be asked to do another round of recording based on the feedback given. A comparison between the first and second recordings could be made and analysed. This will enable students to see the progress they have made in the speaking task.

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SLS tools support a wide range of possible differentiated assessments for learning e.g. Editing, where weaker students could be given a 'hint', while the High-Progress students can attempt the usual editing quiz. However, this means creating two different quizzes, which cater to the different profile of students. - Christina Lim (PSS)

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Teacher-assessment:
- Pre-lesson activity: using polling function on SLS to check students' prior knowledge
- Main lesson activity: Interactive-Thinking Routines
- Lesson closure: Interactive Thinking Routines

Self/student assessment:
- Main lesson / Lesson closure:
Quiz & open-response features in SLS to receive immediate feedback.

Peer feedback:
- Interactive Thinking Routines

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Students can collaborate by sharing vocab on word cloud for writing. They can also use google doc to do collaborative writing and/or peer assessment.
Use SPW thinking routine to analyze comprehension text. In pair or group discuss reasons for their choice.

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Select a unit from VAP that focuses on oral skills for students to create questions collaboratively and do field work to collate responses from the school community. Unit o/c is to present a digital poster to highlight about a social issue.

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Lower Sec
Students could watch an embedded video on a selected theme (e.g. Friendship) and discuss their thoughts on the SLS forum.

Upper Sec
Students to curate information from credible online websites as part of content building.

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Students can respond to or give feedback on writing tasks online.

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Use Google Slides tools to present Images related to Oral Examination themes and collborating on Possible main questions and prompts as well as answers for peers to comment on.

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Use of Google Docs to write essays.
Teachers can give immediate feedback after reading what the students are typing in real time. This has worked with my students, especially those who need more affirmation. They look forward to me giving immediate feedback, as we know that it's not easy to give immediate feedback for EL. -Christina Lim (PSS)

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Zubaidah_SFSS
Teaching oracy skills. Students can conduct research on suitable jobs that interest them online. Teachers to teach students how to respond to interview questions and teacher could conduct a 'live' interview session through Zoom.

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Use SLS as the overarching platform for designing tech-enabled learning experiences, which are segmented into four stages that follow CLEARR. Students may learn and explore through interaction with media objects and the like, and then apply and respond through writing.

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Students should be exposed to different thinking routines which are on digital platforms such as Menti or Nearpod. These platforms should be used regularly and consistently either as a pre-assessment or post-assesment.

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AfL can also take place in the form of fun quizzes such as Quizizz, which allows students to do it at their own pace. Alternatively, we could also use 3-rd party websites that are supported by SLS, such as decktoys. - Christina Lim (PSS)

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Literature forum: Students can give feedback on their peers' essays (or even bite-sized responses paragraphs; process-writing) in SLS forum. Bearing in mind the feedback, the students could write the subsequent essays in class under timed condition in the classroom.

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AFL - oral recording or even essays written by students can be assessed by peers with the use of rubrics before the final submission of their assignments.

AOL - Grammar quizzes through the different platforms available online can be used too, both asynchronous and synchronous ones, e.g. the use of Kahoot!.