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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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Teacher could put up a series of multimodal texts (that could be differentiated) into a Google classroom file. Students are then split into groups based on their progress in learning. The group would then view the series of curated texts and videos to tease out the main ideas. As a group, they are to discuss on the main points and fill up a graphic organiser on google documents to consolidate their learning. They would then pick two key points that everyone agrees are the most important and post on a padlet wall. Students would then rate and comment on the key ideas of each group on whether they agree or disagree with the point.

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Allow for students to provide responses to a discussion on  Padlet or Pear Deck. Students could be given immediate feedback. The padlet could also be used as an exit ticket, and the teacher picks up and addresses the gaps in learning in the following lesson.

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Use ICT to check for understanding
e.g., polls are a quick way to check how much they understood from the lesson. Similar to a quick thumbs-up method. After showing the results of the poll, T could ask a couple of students to share what they have learnt.

Short quiz at the end of the lesson or at mid-point to check for understanding. Mid-point is good because it serves as a mental break for students and informs T whether he/she needs to revisit specific content before moving on. Students who show lack of understanding in certain concepts, could also be directed to specific online resources (refer to digital escape room).

Share reflections
Students post reflections on padlet or use KWL on padlet/SLS. On SLS, teacher could comment on specific student reflections (personalized feedback).

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Teachers can embed self-made videos or videos from YouTube to go through the grammar items with the students. Students can then do a self-evaluation through SLS, and then be able to look through the resources again for the errors made. If need to, they can even post on Google classroom their question of what they do not understand for other students to explain to them.

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Creation and Group Activities
-students to be given specific roles
-students to be given specific goals to achieve at the end of each task
-students to give personal reflection at the end of each task

Individual Activities
-Students to know the end goals/success criteria
-Students to have self-regulation in each task

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Design a range of activities using different technological tools to draw students' responses and use them in the teaching and learning environment. For instance, a poll can be conducted for students to take a stand and based on their input, groupings can be done for discussions on their viewpoints. Teacher then introduces resources that challenge their existing thinking before another round of discussions is conducted. The use of a suitable tool will then enable teachers to pick on discussion points that they can bring to the rest of the class.

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Teacher to go through lesson on voice qualities in physical environment, with supplementary materials in digital space. Students to look up pronunciation of words they are not certain about on Google. Students can upload audio recording of their reading aloud on SLS. Assign peers to give feedback on their reading aloud. Students then can choose to re-do their reading aloud based on peer feedback.

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Use google form for recording compre answers for students to peer evaluate quality of answers (without and then later against suggested answer scheme) and learn that there’s no one way of answering a question and so gain confidence (less need for teacher affirmation)

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Teacher to give students a broad overview of a topic (e.g. conservation) using videos or articles. Based on the given resources, students complete KWL on SLS. Give students time to do own research to find one aspect of W (what they want to learn and allow them to post it (on SLS or a padlet). Give students a questions (e.g. should animals be kept in zoos?) In a group, students refer to the bank of resources they have to form an argument for or against the topic.

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Group work/Group Brainstorming activities conducted in class through Google slides template uploaded and assigned via SLS or Google Classroom. Groups can then assess and comment on each other's work.

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Although operating in different learning environments, digital portfolios for students could be created for them to chart their learning progressively and individually in the virtual environment (eg for curating ideas, opinions, and examples for their tasks assigned) which can then be taken further in the physical environment where students can clarify their inputs and enhance their work in groups. This may not be linear and can start with the physical learning environment too.

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- Group critique on students' paragraph or essay on Google Documents
-self-checklist to verify understanding
- access consolidated list of additional readings or resources (for the avid ones)

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Use Google Docs/Slides for essay writing/short responses. Immediate feedback from teacher and peers. For google slides, LA students can take reference from others, and teacher can craft reflection qn/peer feedback qn in the speakers' notes to guide student comments. For google docs, convenient for teacher to monitor progress.

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Using language checker (Grammarly.com) or sample paragraphs for students to do self-assessment using a checklist.

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Coggle - Class creation of a mindmap - record responses to a topic (argumentative topic)

Padlet - post responses and reflections

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Lesson objective: to train perspective taking. Lesson enactment: Post different reading or viewing materials for varied learners. Ask for their responses prior with Kahoot questions or other formative assessment tools. When students return to the physical classroom, they can start directly from the collective responses. Then they interpret using perspective-taking and critical thinking and produce their considered responses. To stretch, they could be directed to produce a writing task, to record an audio, or to read up for deeper meaning.

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- Create digital word bank
- Annotation
- Note-taking

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Students can brainstorm for ideas together. They can also critique each other's ideas and give feedback.

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Refer to Google Classroom weekly for schedule and prep work required for the following week

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Helping students become aware of various criteria for evaluating information such as:
Currency, Relevance, Authority, Accuracy, as well as Purpose (and Bias).

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Learning routines on self-organisation with folders. Students to be taught how to categorise their English work according to the different areas---Reading, Writing  etc

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Learning routines on self-organisation with folders. Students to be taught how to categorise their English work according to the different areas---Reading, Writing  etc

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- Using the interactive thinking tool on SLS to Contextualise learning for students by checking their prior knowledge of a topic/theme.

- Google classroom as an online depository of notes and assignment submission

- Getting students to conduct research online, then collaborate via Google classroom/Padlet to co-construct arguments for them to have an online debate via platforms like Kialo

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Students could be asked to look up articles online as they research content needed for their argumentative piece of writing. This could be done in groups and every group member could contribute different pieces of information that they have found online.

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Digital Newspaper Cutting file using Google Sheet with columns for topic, headline of article, summary and hyperlink

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Student portfolio for progress mapping through the curriculum

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Develop digital literacy through routines
All EL teachers are to design lessons that use technology regularly to support students in learning actively through routines.
Sec 1/2:
- Take down vocabulary used during lesson using My Notes in SLS (personal productivity)
- Share with their peers how they intend to use the vocabulary in their writing using ITT in SLS at the end of topic (curation/connection)
Sec 3/4/5:
- Take down vocabulary/literary devices used during lesson using Padlet/ITT, at the same time sharing their thoughts with the peers (personal productivity)
- Collaborate, reflect, consolidate learning, share (CoL/exit pass) at the end of lesson/unit on how the vocabulary/literary devices can be used in writing using Google Doc/ITT in SLS/Padlet/Edmodo (creation/group productivity)

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Using Socratic Questioning to annotate texts, ask questions about them to increase critical reading skills (ELS2020 Discerning Reader)

Bookmarking relevant articles related to themes for extensive reading

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Managing online communication and collaboration :
When students need to give feedback to one another, teachers can provide some guidelines on how it can be done in a more appropriate and respectful manner. One way would be to be provide sentence starters or prompts.

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Adding on to Han Na's inputs:

SLS as one-stop e-learning hub with links to other websites/ apps where appropriate.

Learn-Apply-TImely-Feedback cycle used in SLS lesson design.

Friendly tone, clear instructions and intentional use of different font sizes and colours to create an inviting e-learning evironment.

Use of ITT in SLS to provide feedback. Various learning activities e.g MCQ, Short answers

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Teacher to post a broad/essential question on a topic along with multimodal texts eg poems, videos, articles on SLS or google classroom and use the see-think-wonder thinking routine to respond. Peers can comment on what they have gathered before taking a sound perspective. Gd to develop spoken interaction and writing skills.

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Use ICT to check for understanding  e.g., polls are a quick way to check how much they understood from the lesson. Similar to a quick thumbs-up method. After showing the results of the poll, T could ask a couple of students to share what they have learnt. Short quiz at the end of the lesson or at mid-point to check for understanding. Mid-point is good because it serves as a mental break for students and informs T whether he/she needs to revisit specific content before moving on. Students who show lack of understanding in certain concepts, could also be directed to specific online resources (refer to digital escape room).                         Share reflections. Students post reflections on padlet or use KWL on padlet/SLS. On SLS, teacher could comment on specific student reflections (personalized feedback).

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Use ICT to check for understanding  e.g., polls are a quick way to check how much they understood from the lesson. Similar to a quick thumbs-up method. After showing the results of the poll, T could ask a couple of students to share what they have learnt. Short quiz at the end of the lesson or at mid-point to check for understanding. Mid-point is good because it serves as a mental break for students and informs T whether he/she needs to revisit specific content before moving on. Students who show lack of understanding in certain concepts, could also be directed to specific online resources (refer to digital escape room).                         Share reflections. Students post reflections on padlet or use KWL on padlet/SLS. On SLS, teacher could comment on specific student reflections (personalized feedback).