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1) Some opportunities include convenience and efficiency where teachers are able to perform multiple tasks at the same time. Eg Disseminate form while students record deadline. Another is providing a platform for students to feel more comfortable in sharing their thoughts.

2) Using the physical whiteboard could be a way which the teacher attempts to encourage more collaboration amongst students. Eg answers derived from a discussion rather than each student. The process of communicating in a seamless synchronous nature has its benefits as well.

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1. With the implementation of HBL in sem 1 for all levels and also things like the SIL etc. I believe all students will be familiar in the use of ICT. Hence, we should constantly remind them that they already have the necessary exposure to ICT and further emphasize that pdlp will definitely be here to stay and they have to get to it fast. There will be an adjustment period within the class as some are more ready and we should expect that and assure students it's OK to take time to get used to it. Peer support is another aspect we can tap on when we identify certain students who are more ready and get them to pull the others along.

Perhaps we also need to think about teachers ourselves being ready for the ICT tools.. hence although it might sound like a dampener, it is important to use this June break to explore the different platforms and ask ourselves how we can use it during PE lessons. Hope everyone can take it as a self directed learning and draw satisfaction on understanding new tools rather than see it as extra work.

2. I think we have had experience in using the PS 2.0 and we have generally agreed to start on some aspects of games that requires students to view diagrams or videos and one of it is the rules and regulations. Hence we can always start with something simple and direct first before using the devices for other areas like peer assessment or video feedback.

3. We can think of gamifying some physical training or oe lessons which could be conducted both as hbl and in school.

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1. Do we want to assign groups to bring only one device per group? Or each pair one bring? Not sure if we need all to have a device each.

2. I think in a PE setting, DMA isn't really much an issue as the lesson layout is not the same as a classroom and it's quite easy to spot students using the device for other things. Nonetheless, the teacher can give students a heads up of what to expect during a lesson that requires the devices and the lesson should perhaps account for the use of these devices (more space between groups, students take turns to use device to video etc) ... Maybe we can try with their mobile phones first before the pld are delivered.. if we can manage that.. the pld is just another bigger device with DMA which we can choose to use

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1. We should start and use Google classroom as the common platform to send students some content documents like assessment templates, heat map, individual training plan etc.

2. There shouldn't be any homework and the tasks should be small enough for them to complete during the lesson.. at most to touch up a bit and submit after the lesson. Teacher can make use of their submission n reference it for comments when they see them doing group tasks for the next lesson.

3. For PE, if the lessons require devices, we should try to keep it digital as much as possible.

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1. I don't think it is necessary for each student to bring their devices as this will make safety of the devices something to worry about. Perhaps the teacher can pre empt the students as to how many devices they need to bring for each sessions. And, if they each need a device, their handphones could be an option.

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2. Personally, I am okay if the students use Whatsapp or platforms as long as they are on task. Having said that, they should be able to submit whatever deliverables that is required via the platform that the teacher asks for.

I think with the PDLP, we need to more than ever teach the students to use their devices responsibly. It will be tougher for the teacher to check who is not on task but this is inevitable I think.

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2. One of the challenges I face during HBL is the chasing of students who are not in the GM on time or who have not done the health check-in. Calls and texts to both students and parents yield no response. I think this will be a main challenge when we do more online lessons. I am not sure how we are going to tackle this. More severe consequences? More weightage to HW for final grade?
For the motivated students submitting work will not be a problem. To motivate students maybe we can give them bonus marks for turning in work early.

3. For PE, I don't hink we should give homework for the sake of giving homework or because other subjects are doing it. There was never homework for PE ever. What we can do is to maybe give them a simple group work where they submit a video of them showing how a skill is done correctly or maybe just a simple quiz. Doing more group work will also prepare them for post secondary education as there are a lot of project work. We can also get group members to rate their members (like in the Polys/JC) to see which member did not do what their group expected of them.

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1. I feel that with respect to using ICT devices, the lower and upper sec students should be equally proficient. So, for the desiagn of a weight lifting or other PE lessons, we should consider the physical limitaions of the child. Maybe we can have options to go one level higher or lower to accomodate differing abilities of the students.
I would also like to explore the use of apps like Strava or Runkeeper and set up groups for each class to try and develop an intrinsic sense of wanting to keep fit. The peer support within the group might motivate them.

2. We should try to keep the lessons simple for both the students and teachers. Perhaps we should plan shorter lessons (as they have more than one subject) to reduce screen time and give the students more time to do asynchronous work.

3. To make the process seamless, we need to be more deliberate in planning the lessons taking into consideration equipment needed, space and safety. Keeping the lessons simple is key too. And, if we can add a game/competitive element to the lesson even better.

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1. With the exposure of HBL, both the Lower and Upper Secondary students will be accustomed to the process of HBL.

The self discipline and habits of self management in logging in and completing their HBL work has improved. There are still some who will still need strict supervision for HBL as they still lack the self discipline and management.

2. Getting the student accustomed to the level of HBL and evaluating their proficiency on the online task. Before moving to a  higher level in the design map 2.0.

3. ICT in the classroom can help to the students to be familiarize with the technical process. Help student to cultivate a student centric way of learning online in the classroom that will be similar to the process during their HBL.

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Q1: Allow students to showcase their work, e.g., a class microsite that displays their work for classmate to see, give comments, feedback.

Q2: Teach the use of PLDs during FTQT periods; Design a pictorial poster (for class notice board) or pocket pamphlet (to keep in pocket) on the use of PLDs

Q3: Provide secure locker space for students to keep their PLDs in school; Reduce the need to bring textbooks/workbooks to school; Provide designated charging points in school, available during designated periods.

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1. Giving  ownership to the student, assigning each group a captain or group leader to ensure that their group is on task. So there will be more eyes watching when PLD is being use.

2. Students have to understand their responsibility in using the devices and take ownership. Consequences by the teacher can be put in place for those who misuse it or didn't abide by it.

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Q1: Devise a set of "care for PLD" guidelines printed on a pocket-sized card for the students; Conduct competition for best-cared  PLD, best instagram post of "how I take care of my PLD".

Q2: Devise alternative assessment or homework that allows students to choose how they present their work

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1. It's hard to chase after the students for their hw or even to log into google meet. Guess it's the close follow up to make sure the students are aware that they are not adjusting to submitting or to the new routine. But to keep them accountable, it does take a lot initially.

Teaching the students to set alarm to remind them as they do not know how to organize their HW timeline.

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Efficiency of work and get students to be self-directed learners ( remind themselves the deadline for submission)

Different needs - get students who are not vocal and shy to pen their concerns and thoughts. Creating the inclusive learning environment.

Online collaboration and physical collaboration.

What kind of learners and learning experiences do we want to provide?

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1) Provides a platform for shy students to express their thoughts and feelings. Students are also more tech savvy now, using PDLP will give them more comfort and they may give a more realistic answers.

2) Physical interactions are also needed for better and immediate feedback. More collaboration between students.

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1) Allow peers teaching. Students can get their friends to video for them and they can do pair discussion immediately after the recording.

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For PE, i think we can advise them to do certain body workout. We can take the before and after test. For example, how many squats they can do in 30 seconds.

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Q1: FT can conduct online interaction (counselling, chat) with individual students during silent reading without stepping out of the classroom. Students can share feelings and thoughts about sensitive issues with teacher/friend/group during CCE lesson.

Q2: With the physical whiteboard, content written on it can stay permanent for students to refer to whenever they need to.
The physical collaboration allows all to interact face-to-face and see non-verbal language which may be important for Social emotional learning.
In physical collaboration, sharing among groups is limited by time and teacher's choice. Using the PLD to collaborate, groups can see what other groups are doing.

In addition, during physical collaboration, only one person talk and the rest listen; when collaborating using PLD, all can share and receive at the same time.

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1. I would think that the difference in readiness in using ICT for learning is not so much about the cohorts but rather in individuals. I would think that given that most students, regardless of Upp or Lower Sec, are pretty proficient in the use of ICT especially after HBL in CB and P2HA, its more of if the students are personally motivated to do the tasks allocated purposefully. If anything, our lessons should be pegged according to their levels and aptitude to do their tasks. As such, bodyweight strength training should perhaps be proportionate to their average weight or ability such that the exercises do not over/under stress the students.

2. Ensure that there are sufficient or appropriate rests during intervals and also the lessons should be pegged at max 45 min if its a 1 hr lesson. We should also be realistic and not have too many lesson objectives as compared to a f2f lesson. A more realistic and achievable lesson objective would serve to better motivate the students.

3. The planning of the SOW should be deliberate and infuse/incorporate ICT regardless if its a f2f or HBL lesson. When the flow and transition from lesson to lesson is smooth, it will help students to assume a seamless transition as much as possible.

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1. It would have to start with educating the students the importance of upholding the routines as these are new to everybody including teachers. Be firm from the start and once everybody has a better grasp of the expectations, then we can better manage the routines.

2. Setting clearly and explicitly the rules and routines from the start is important. Perhaps appointing leaders/police among students to help remind/manage?

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1. Just like a f2f lessons where teachers write the HW on the white board so that all teachers can track how much to give based on the overall HW that is given for the day, we might have to do an online version as well to ensure students are not over/under loaded and are given the appropriate amount of HW for each day. The difference is teachers might have to also take into account screen break time as all the homework are online.

2. Ditto for my ans for Q1. Expectations of students doing their HW, regardless of whether its online or from f2f lessons should be the same. A tracking system similar to what SLS has to offer?

3. There could perhaps be a deliberate overall planning by all subjects on the percentage of online, pen-and-paper HW and physical exercises (for PE).

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1. Here's some of the advantages of using PLD.
Gamified education (means super fun and interative)
Easy assessment (means easier on us?)
Embracing the digital age (i mean, this era, this is the way to go already)

2. Ms X may have maxed out her digital time for the week. She might have put aside time for both digital and physical work. This is as important to find the balance so that kids dont get bored, jaded or tired.

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1. Make a point/chart system especially during the initial stages to make kids engaged/attracted to spending more time on their PLD for beneficial reasons.

2. Have regular routined so that they are able to adjust, hopefully with routined work it will ease them into secondary school + this PLD thingy.

3. pair work? collaboration within groups? maybe plenty of reminders prior to lessons.

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Q1. Before the use of PLD, students need to know the purpose of of recording their own learning. Second, they still use pen and paper (p&p) to do their documentation. Third, they can progress from the p&p to using PLD.
Q2. Orientation programme that is designed to ease their fear of using the PLDs.
Q3. How to support them to become self-directed learners and take on the responsibility of managing their own PLDs? Agree that we can have a designated charging area...

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1. like how we do class charter, it's the first thing you see at the entrance of the classroom? bright happy poster and bold few words

2. We can task students to create games, or on a weekly basis, there's a sharing from different students the things they can do on their PLD (that's beneficial and to aid learning)

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1) We can encourage students to record their learning by showing them through practice the rationale behind how this is beneficial to their learning. We can also try out ways to “gamify” their submissions. Eg recording 5 submissions with good feedback, you will earn a star. Collation of stars can allow students to earn various “prizes”.
2) prepare SEC 1 students by adapting them through regular use and proper explicit setting of learning routines.
3) resolve practical challenges by preempting such challenges and find solutions. Such methods could be to have extra chargers/ charging points in class. Or extra devices.

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1) set rules and routines in caring for their PLDs. In addition, instilling a sense of ownership of their PLDs in students can also encourage students to take care of their PLDs. Perhaps allow them to decorate their PLDs or PLD covers with their own design. Gamify this as well? Create some competition or showcase. This can also help alleviate possible problems of accidentally taking someone else’s PLD.
2) task students to share on their own personal discovered ways to learn. We can use periods such as during class bonding time.