# data[].attributes.body
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!

# data[].attributes.body
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.

# data[].attributes.body
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

# data[].attributes.body
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.

# data[].attributes.body
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)

# data[].attributes.body
For the T&L of History:
- With 1:1, teachers can allow students to work in teams and explore a curated set of artefacts (which they can manipulate to see the finer details) and share their inferences of what the artefacts/ sources can tell them about the way people lived or interacted in the past.

- Teachers can pre-record bite-size content videos to get students thinking about/ acquire content before coming to class where they can engage physically or virtually in discussion about questions they have after watching the videos, or engage in physical/virtual card-sorting activities to strengthen their understanding of chronology and causation.

- Go for virtual fieldtrips to museums beyond Singapore

- Teachers could design differentiated lines of inquiry for students historical investigation. So students may go to the same museum to collect data, but can choose which line of inquiry they would like to take using their learning device. With the appropriate scaffolds, students would be able to arrived at a reasoned conclusion and at the same time have the autonomy (somewhat) to decide which line of inquiry interest them most.

# data[].attributes.body
All Humanities teachers are to augment Learning Journeys through use of technology to support their learning and reflection.
Lower Secondary History FT to ACM
- VR/ AR exploration
- Recreate a scenario of life during those times?

Lower Secondary Geography FT to SBG
-  Access task sheets through Google Classroom/ shared drive
- Access and update Google Sheets for water studies data as part of Group Task for submission
- Reflection of learning (Discipline) and of sustainability for SG (CCE) on Google Docs for individual turn in

Upper Secondary Social Studies LJ to Parliamentary Session
- Access task sheets through Google Classroom/ shared drive
- Students in groups, to take notes of debate in parliament and relate it to a societal issue in SS, e.g. minimum wage (haha).
- Students to look for more info on issue through internet search
- students, in groups, create a product of learning to represent their ideas/ stand on the issue that was discussed.

# data[].attributes.body
We have to set a set of routines for our students to acquire knowledge in both the virutal and physcial environment

# data[].attributes.body
For all subjects, especially RO:
- AfL via SLS MCQ, with embedded hints and immediate feedback upon submission of answers. This will allow students to learn as they're assessed, and gather AfL data for teachers to make decisions about differentiating the lesson for those who have learnt/not learnt.

For general discussions:
- Use of Padlet for students to key in their responses, and make it a requirement for students to up/down-vote on responses and offer comments.
- If students are sharing opinionated responses, can also consider using FlipGrid to capture video-recorded responses and require peers to like and offer comments.

For essay drafts or other written work:
- Use of Google Doc to submit essay draft and comment boxes to provide feedback for improved draft. (There's a +/@ function that will alert students via email for each comment you put in).
- Peer feedback may also be given if documents are shared.

During lesson:
- Use of Slido Beta (add-in) in PowerPoint to embed questions for response.
- Use of EdPuzzle to embed questions in videos so that students' understanding of small chunks of the video may be checked. Automatic feedback can be embedded in the questions also.

# data[].attributes.body
1. Note Taking to help in recollection of content
2. Research Skills
3. Reliability of sources
4. Ethical copying of content for assessment purposes
- how and who to teach and how many times so that it becomes a routine

# data[].attributes.body
Routines:
(1) Model and provide samples how to search for relevant information
(2) Pin/Bookmark commonly used websites on their browser page for students to access
(3) Lower Sec: Identify relevant website and sieve out relevant information needed for the class project
(4) Upper Sec: Assess reliability of information and justify

# data[].attributes.body
One online submission of open-ended essay per term via google drive. Teachers can grade the essays with personalised comments in each individual submission. Students can return to the google drive to retrieve their feedback.

# data[].attributes.body
We can leverage technology for consolidating student online responses on a particular issue, and then have face--to-face discussion to clarify any perspectives or to deepen them

# data[].attributes.body
Teachers to use heatmap function in SLS as assessment data to check for students' understanding of the quiz/free response/poll. Teachers are able to check for students' understanding and address gaps in students' learning.

# data[].attributes.body
Lower Sec:
- Structures & Routines for use of PLD (admin/ housekeeping)
- Concept Mapping (note-taking during lesson)
- Presentation Skills
- Learning to respectfully give feedback during SLS interaction.

Upper Sec:
- Create notes after the lecture/ topic is covered
- Calendar function to organize/ plan revision
- Presentation Skills
- Learning to respectfully give feedback during SLS interaction.

# data[].attributes.body
Learning Routines
1) Research on topic
2) Categorise information into mindmaps
3) Use OneNote as a platform to create, curate, connect and share information

# data[].attributes.body
1) Research skills; using reliable and credible sources
2) Note-taking skills, using graphic organisers/ mind-maps
3) recognise and acknowledge websites for curation and extraction of information from reliable sources

# data[].attributes.body
I think for shift 3, with the current restrictions on field trips out of school, teachers can utilize technology to bring the museum into the classroom. Students can be engaged with their PLD to curate resources and ultimately achieve the aims of the inquiry approach.

PLD can also help with sources gathering and reduce physical collection of HI booklets etc.

Further more technology can allow educators varying degrees of scaffolding and guided inquiry to get students to achieve a common outcome in inquiry.

In a way, I think this PLD and online platforms help complement the physical classroom environment.

# data[].attributes.body
Social Studies
Students can go online and compile different sources that allow them to see different perspectives about a certain societal issues. And use an online platform to discuss the content and perspectives of the sources.

# data[].attributes.body
For Lower Sec History, my dept has been discussing the possibility of creating an online exhibition/game/trail.

# data[].attributes.body
1. Note taking for content learning
2. Using of collaborative tools in SLS to and reliability of sources
3. Using the interactive tools in SLS to facilitate controversial statements among students
4. Get students to include the acknowledgement of sources where they get the information and also using it to justify the credibility of their evidence and claims

# data[].attributes.headline
using the sls mcq tool for instant feedback on AFL 

# data[].attributes.subject
using the sls mcq tool for instant feedback on AFL 

# data[].attributes.body
The dept is exploring the use of PLD to conduct virtual field trips to help students understand concepts and content better.

We are also exploring the use of Google Classroom and SLS to design learning in both Virtual and physical environment.

# data[].attributes.body
Using KAMI and GOOGLE CLASSROOM to submit, mark, annotate and return work :)

# data[].attributes.body
design open-ended questions in SLS for students to respond to and teachers to provide feedback

# data[].attributes.body
applying concepts of space, e.g., location and distance using GIS tools or using tools of representation, e.g., maps and graphs to demonstrate spatial thinking

# data[].attributes.body
1. Using KAMI, teachers can mark and give feedback to students to support formative assessment. Students can look through the marked assessment before error analysis in class.
2. Short quizzes comprising of MCQ and short answer qns in SLS can be used to check for understanding/ as exit passes.
3. Today's Meet can be used for students to pose questions especially for students who tend to be very quiet or lack the courage to ask during the lessons.

# data[].attributes.body
We can explore Augmented Reality to allow students to tap on sensory experience to see an LJ physically in class. Perhaps thereafter they can the continue to leverage technology to record their experiences to deepen their appreciation of the concepts and content

# data[].attributes.body
Give checkpoint qns as a quiz in SLS to check for student's understanding of topic. Allow teachers to get fast feedback on learning.

# data[].attributes.body
- Note taking/ annotate diagrams
- Mindmapping to consolidate learning at every end of topic.

- GI/HI can be done online. E.g. Using google docs to create, consolidate survey and analyse data. (creation/ group productivity)

- Discussion forums for perspective taking/ essay writing (curation/ connection)

# data[].attributes.body
Students will interpret the graph on climate change in the last 150 years and give their input on Padlet. Using the students’ inputs on Padlet, teacher will discuss as a class and arrive at a conclusion. 

# data[].attributes.body
LS: Routinize students on note taking skills and annotation skills for Geog related learning
US: Using self and peer marking functions to provide feedback more effectively

# data[].attributes.body
We can use the interactive thinking tools in SLS to allow students to provide their responses, and to do a peer comment on their classmates responses.

# data[].attributes.headline
We can customise our lessons using the SLS learning experiences templates.

# data[].attributes.subject
We can customise our lessons using the SLS learning experiences templates.

# data[].attributes.body
Students can be exposed to more thinking routines other than KWL which are on digital platforms such as Menti.com or Nearpod. These routines should be regularly practiced as pre-or post-assessment