# 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
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
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
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
1. Students to go through assigned reading.
2. Teacher then use a poll (using a thinking tool question) to check their understandiing with students required to provide reasons to justify their answer.
3. Teacher will then use their response to clarify and discuss their answers.

# data[].attributes.body
All Mathematics teachers are to design lessons that use technology in learning through routines.
1. Able to write and save in their device
2. Able to

# data[].attributes.body
IBL (Open-Ended Questions) Students are provided with digital resources to access and learn, work in groups to discuss, and build on ideas for given scenarios (Once per term / semester)

# data[].attributes.body
Incorporating Classroom Routines for Digital Literacy

Lower Secondary:
Need to manage the proper use of google drive in submission of pen and paper assignments on google classroom, so that students can manage their digital filing. Students are also required to do corrections after their marked submissions have been reviewed by the teacher. CamScanner and OfficeLens Apps should also be introduced to students. (personal productivity)

Upper Secondary:
Teachers can incorporate sentence starters/prompters to guide students in their discussions. (group productivity)

# data[].attributes.headline
Learning Experience Tasks / Modelling Tasks

# data[].attributes.subject
Learning Experience Tasks / Modelling Tasks

# data[].attributes.body
Students are provided with a set of online resources to work on in groups, collaborate with one another and discuss online, before bringing back to class to share their findings (for consolidation).

Can be carried out on topics that teachers have decided when crafting SOW.

# data[].attributes.body
Develop digital literacy through routines
All Mathematics teachers are to design lessons that use technology regularly to support students in learning actively through routines. Some strategies include:
Sec 1 - 4s
1. Note-taking using note taking ICT tools such as ipad scribble pro (personal productivity).
2. Construct mindmap, reflection, journal writing, Frayer's model after each chapter to summarise learning.
(personal productivity/ collaboration).
3. Allow opportunities for students to learn beyond textbooks (e.g. mathisfun, Khan's academy, etc). (managing information)
4. Allow opportunities for students to post their worked solutions on forum (e.g. SLS, padlet) and getting their peers to peer evaluate and to comment in a respectful manner.
(managing online communication)

# data[].attributes.body
. Teacher to use of polls, kahoot for short quizzes to gather feedback of student understanding.
. Teacher to use feedback from polls and quizzes for design of next lesson.
. Teacher uses SLS with immediate feedback to students responses . .Students to pen in a log feedback received.
.  Teacher to design assessment with peer feedback and teacher feedback incorporated eg. use of Google sheets.

# data[].attributes.body
All department teachers to implement at least 5 digital exit tickets per semester, coupled with feedback provided for students on their learning progress. Students can be directed to resources that can support their learning in the feedback given to them.

# data[].attributes.body
Students given time to acquire basic knowledge via SLS or other online platforms. In the physical environment, they clarify their doubts or explain to their friends what they have learnt.

# data[].attributes.body
The use of digital manipulatives before, during and after lesson can be blended into the physical environments. Student can collaborate and co create content together.

# data[].attributes.body
(1) Lower-sec students used online geometry software to explore different ways to derive the formula for finding area of a trapezium.
(2) Upper-sec students are provided with real-life (online) data to find a function/model that best fits.

Students work/collaborate/discuss in groups, then present & share their findings online for exchanges with other groups.

# data[].attributes.headline
Include KWL inputs (KW prior to start of a new chapter/ topic) and reflections (L at the end of a topic) routine by students on the digital platform for every chapter/ topic. This helps students to familiarise themselves with the tech skills to post their queries and 'wish-lists'; also assures them the platform is a safe environment for them to voice their opinions.  

# data[].attributes.subject
Include KWL inputs (KW prior to start of a new chapter/ topic) and reflections (L at the end of a topic) routine by students on the digital platform for every chapter/ topic. This helps students to familiarise themselves with the tech skills to post their queries and 'wish-lists'; also assures them the platform is a safe environment for them to voice their opinions.  

# data[].attributes.body
Students to go through relevant resources before the start of the unit and answer some basic questions. Responses from students form the pre-assessment data which inform teachers on how to proceed in instruction.

# data[].attributes.body
Lower Secondary
-Use of OneNote to take notes during lesson.
-Submission of assigned work through Google Classroom at least once per topic.
Upper Secondary
-Use of OneNote to create mindmap/summarised notes at end of every topic
-Use of SLS platform for peer-peer feedback/discussion/collaboration

# data[].attributes.body
Students work in pairs on a problem f2f and share their solutions or ideas in Online Forum. Different groups can view and critique on other groups' responses.

# data[].attributes.headline
Chuen Joo & Frieda (Canberra Sec)In solving real world context questions, students can use the digital platforms to share their thinking process or understanding of learning through the sharing of a 'product' of the concept taught. 

# data[].attributes.subject
Chuen Joo & Frieda (Canberra Sec)In solving real world context questions, students can use the digital platforms to share their thinking process or understanding of learning through the sharing of a 'product' of the concept taught. 

# data[].attributes.body
Victor_PRSS & Eunice_PRSS (Dept Strat)

Design for tech-enabled assessment for learning

All Math teachers are to design at least 1 milestone check after each lessons that use technology to check that students have met the success criteria

Sec 1 & 2:

1st Cut: Complete MCQ/poll to after each lesson to check on their understanding

Sec 3 & 4:

1st Cut: Complete MCQ/poll to after each lesson to check on their understanding

Collaborate and create a mindmap to reflect and consolidate learning at the end of every topic (creation/group productivity)

Teacher assessment:

Monitor students’ and provide feedback to close learning gap for every lesson via MTV / Heat Map / Comments of students’ on their peers

Self-assessment (Sec 1&2):

Use success criteria checklist to check for understanding

Use MTV routine for metacognition

MCQs in SLS

Peer-assessment (Sec 3&4):

Use rubrics for peer comment