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You may refer to the design cards for more information for each LE at go.gov.sg/e-pedagogy

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Outcome: I intended for my students to develop...

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Outcome: I intended for my students to develop...

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I would conduct activities ... differently because....

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How could we leverage technology to design for  Blended Learning ?

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How could we leverage technology to design for  Blended Learning ?

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For example, we can think about how we design for learning in classroom, laboratory, and out-of-school?

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How could we leverage technology to design  for development of digital literacies e.g. Getting students to make a concept map as a form of digital product and using spreadsheets to create and read graphs

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How could we leverage technology to design  for development of digital literacies e.g. Getting students to make a concept map as a form of digital product and using spreadsheets to create and read graphs

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1. Describe briefly, why and how would you design the lesson (shown below) differently for active learning with technology? Put your post in the relevant columns according to the outcome you have intended.   Indicate your name in the post. 2. Read the posts from others and indicate if you like the suggestions.

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1. Describe briefly, why and how would you design the lesson (shown below) differently for active learning with technology? Put your post in the relevant columns according to the outcome you have intended.   Indicate your name in the post. 2. Read the posts from others and indicate if you like the suggestions.

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How could we leverage technology to design for different learning process? e.g. Opportunities for students to develop Metacognition as they reflect on the learning of concept of heat

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How could we leverage technology to design for different learning process? e.g. Opportunities for students to develop Metacognition as they reflect on the learning of concept of heat

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How could we leverage technology to design for different Learning Experience for development of different process skills? E.g. Acquisition Learning Experience for concept learning of effects of heat on matter

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How could we leverage technology to design for different Learning Experience for development of different process skills? E.g. Acquisition Learning Experience for concept learning of effects of heat on matter

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15 Minute Timer with Classical, Calm Music! Countdown Timer for Kids, Piano Instrumental Music!

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Process outcomes refer to the skills and dispositions in subject areas as well as 21st cc n digital literacies

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For activities like 1a, where students are required to watch video, make predictions and is individual work, i am thinking of perhaps to flip the learning to be done at home on HBL days.

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For more information, you may refer to the relevant posts in the resource column. Posts with information relevant to the respective columns have been colour-tagged accordingly.

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For more information, you may refer to the relevant posts in the resource column. Posts with information relevant to the respective columns have been colour-tagged accordingly.

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Refer to Page 10-12

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The Activity 1-3 can be design for HBL, as it will allow students to learn at their own pace, and also give them more time to think and fidn out the answer.

Activity 5 also can be done at home.

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You may refer to the overview, outcomes and design map of lesson design C shared earlier in the posts below. SLS Lesson can also be accessed in the last post.

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You may refer to the overview, outcomes and design map of lesson design C shared earlier in the posts below. SLS Lesson can also be accessed in the last post.

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For example, students explore concepts through manipulation of an application to see patterns in information, and form
conjectures and explanations to understand abstract
concepts.

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In-sch: Students can use practical time for experimentation and collection of data

Out of sch: Students can work on the analysis of data and digital artefacts, or even have hands-on activity through the use of simulation before the actual experimentation

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A lot of the activities require students to "discuss" during curriculum time and this time would be better spent engaging the students in a conceptual discussion and debate on their responses completed outside curriculum time.  So, I would assign most of the preliminary work (such as watching a video, commenting on each other's work, etc) and spend curriculum time debating 2 or more conflicting comments made by the students to (re)consider their position and to be able to justify their stance

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Please login to Opal to access the following
Blended Learning Resources from CPDD: https://www.opal2.moe.edu.sg/csl/s/cpdd-secondary-science/wiki/page/view?title=LSS+E%2FN%28A%29+%E2%80%93+Blended+Learning

Blended Learning Guide:
https://www.opal2.moe.edu.sg/csl/s/blendedlearning/wiki/overview/list-categories

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Please login to SLS and access the lesson at  https://go.gov.sg/scienceexample

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Digital Literacy on PDLP One-Stop Site (login with iCON) 

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Digital Literacy on PDLP One-Stop Site (login with iCON) 

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Please login to Icon and access the site for more information about the PDLP DL outcomes.

Alternatively, you may access more information about Digital Literacy in PDLP through go.gov.sg/pdlp-dl

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I like how the teacher used SLS to facilitate peer to peer learning. but since google spreadsheet is used to consolidate the different groups inputs, i would have used google classroom + doc + spreadsheet and slides as a common platform for my students, so that they don't have to navigate across so many websites. they also get to practise using online collaborative tools - digital literacy.

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Just wondering - for science, shouldn't we be designing inquiry learning experiences for most, if not all, our lessons, to get the students to explore and develop the inquiry disposition. that's part of the science curriculum, no?

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I would want to design for a Practice LE to get my students master the Science's subject's way fo thinking and doing, by further enhancing their investigation skills. Hence, I may want students to do the application to the new task 1 scenario to let them have further practice on their investigative skills.

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This is an interesting Inquiry LE lesson. I'm thinking that if we sequence the activities differently, it could be an Acquisition LE where students observe patterns. Wondering if this could also be tweaked to be a Discussion LE?

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In our school, we had used a check-in poll to find out our students' prior knowledge first, and got the students to do differentiated tasks, cos the topic heat is something the students have come across in Pri sch aredi. so for the HP students, we focused on getting them to design their own experiments to test the effects of heat, while the LP students, they had quite a bit of handholding first, before the teacher leads them to do an experiment together.

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Could we design for a discussion LE too? Referencing the said LOs, it would be great if students are able to have a discussion around the concepts and experimental data too.

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I  intend for students to gain insights into what a real scientist does. Hence, I am thinking of inviting a real scientist to engage my students in this interesting lesson, probably on the part about forming good hypothesis and conducting accurate investigations, so that learning is made more relevant and authentic for students.

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Perhaps we can add in the internet searching skill in this lesson, eg to refine internet search by using advanced search filters in the advanced search function settings, so that they can explain their observation to peers?

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Help me understand something: this topic usually we take about 3 (1hr) periods to teach, with students conducting experiments and recording on worksheets. It seems with SLS/PLDs we actually need more time to teach for the same outcomes. Kind of silly right?

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Students could conduct research from the internet to confirm if their hypotheses are correct?