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In your post, do include your name in the title.

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Designing for Active Learning with Technology

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Designing for Active Learning with Technology

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Individually, reflect and share:
You may have designed for active learning with technology, whether within your PLT groups or individually.

Share a few instances in which you have done so.

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Guiding Teachers in Designing for Active Learning with Technology

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Guiding Teachers in Designing for Active Learning with Technology

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In your groups, discuss and share your experience on the following:

1. What are some of the challenge(s) you faced in guiding teachers to design lessons for active learning with technology?

2. How did you overcome this challenge?

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Too many iterations in SLS that are helpful, but difficult to introduce all these new features to the teachers.

Identify intent and need, then introduce the appropriate ones to the teachers in phases. Get teachers to explore 1 or 2 functions in their PLTs.

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In your groups, discuss the following:

1. Why is it important to view the key actions as an iterative process?

2. How will you adjust the learning pace and/or learning content in your lesson?

3. How will you provide targeted and/or timely feedback in your lesson?

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use of SLS

infusing other collaborative tools

embed pictures

use student sample response to share teachers feedback through google apps

post reading articles on SLS and to produce comic strip

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dissemination of info

minimal use of assessment

limitation of SLS pertaining to subject specific software requirement

students are still using conventional approach to draw and sketch

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We used the control activity to control the pace of the lesson and grant access during lesson. But students are faster would have to wait for teacher to release. One suggestion would be to include extra lessons to occupy them using the accordion function.

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more usage of google classroom/google suite for coursework and reports

Easier for teachers to give feedback for coursework

Alternative Assessment - was done on SLS

Showing of videos do not necessarily translate to learning

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1. Flipped Classroom

2. Online Polls and Quizzes

3. Collaborative Document Creation

4. Podcasts and/or webinars

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still at info dissemination and knowledgement acquiring

used as a portal to upload videos and resources

can still explore more on assessment tools

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1. When we plan a lesson, it's not always a linear process. When they are already curated resources, we can just review and improve it. Our needs changes (e.g if the need is to give feedback, then can

2. Other than using activity access and releasing it during lesson, we also tried using subgroup but that would require advanced preparation

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To provide an authentic experience to simulate what it would feel like to live in Singapore during the invasion of the Japanese (e.g. the bunker experience - with CD shelter in darkness and sounds of bombings).

To do a reflection on how they felt (putting themselves in the shoes of the people in the past) and why they felt that way in the SLS.

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1. Continuous Feedback and Adaptation: Technology allows for immediate feedback on assignments, assessments, and exercises. Learners can use this feedback to make adjustments and improvements in their understanding or performance.

2. Revisiting and Reviewing Content: Digital resources and online platforms enable learners to revisit and review material as many times as needed. This iterative review helps reinforce concepts and deepen understanding.