For teachers mainly at the Replacement level of RAT in how we use tech, let's try to achieve ONE KAT with ONE Edtech tool when planning our lessons in the next fortnight. 

During PLT in term 2 week 5, please share one lesson segment with KAT with their PLT group.

Reminders: everything starts with the learning outcome in mind, followed by what experiences or learning activities you want your students to engage in, then enact the KAT(s) using your choice of Edtech tools.   

I am impressed by how colleagues are using e-Ped tools to increase student engagement. Currently, I am widening the use of gamification tools to deepen understanding.

Moving on

We are discussing in PLC how to use SLS and Classkick effectively for POA lessons. Identifying which concepts/learning that e-Ped tools can be meaningful to enhance our subject learning objectives.

For a start we hope to bring the relevance of POA to real world settings, using current news and articles and SLS tool to connect student's learning.

SLS is used as part of HBL. It is not actively used as part of the learning process. In the situations that SLS is used, only the videos will be shown (Teacher centred).

Moving Forward:

As part of lesson planning, i can consider topics (with the lesser need for teacher centered instruction - ie: algebra) and use SLS ready materials. The assessment function can be used such that real-time data can be shown on the screen.

My current class is S1G2, they are rather slow to grasp so discernment and wisdom also needs to be exercised to find a balance with using KAT and moving on pace with syllabus.

It allows me to assess their learning through their sharing and having them pen down small little reflection on their learning for the lesson simply.

Will implement in upcoming chapter for S4 AM in next 2 weeks (approx).

When time permits, will explore the use of Classkick on how it can enhance the learning and teaching while meeting the Lesson Objectives.

Another tool I use is Desmos, which has transformed how I teach graph-related topics such as quadratic equations, inequalities, coordinate geometry, and properties of circles. With Desmos, students can interact with graphs, observe how changing coefficients affects the shape of the curve, and make real-time connections between algebraic expressions and their graphical representations. This supports Conceptual Change by helping students visualise abstract concepts and make meaningful generalisations. It also enables Differentiation, as students can explore at their own level and pace, depending on their readiness.

I struggled initially as I can’t seem to figure my way out. Eventually I decided to scope to just a revision quiz to give instructions for the system to auto-populate the questions.

My first choice of content wasn’t suitable. The auto-populated questions didn’t use Math equation editor so the indices simplification qns look like this - “What is the simplified form of \( \frac{1}{x^{-3}} \)?”

I decided to change the topic. Chose coord geo instead. This time, I learnt to give more specific instructions too  ‘Give me 10 simple questions for students to check if they have the basic concepts for the following coordinate geometry questions - (1) gradient of line (2) equation of line (3) distance between two points’. Will explore Authoring CoPilot further to figure out its effectiveness.

Of course, the big question is: where do we begin? What do we try, and how do we choose tools that suit our teaching subjects, our learners’ profiles, and the current needs of our subject areas?

The KAT I’ve been exploring and would like to continue diving deeper into is “Develop (Metacognition)” and Assessment for Learning (AfL). One way I’ve been integrating technology in support of this is through my EBS classes. I’ve turned most of the workbook activity into a team-sharing experience, students use Google Slides to discuss, share their work through team presentation and then wrapping it up with a Kahoot or ClassPoint activity for reinforcement. This might be very simple but for our G1 students some do really struggle with basic computing skills E.g. How to save a document.

For POA lessons, I’ve been inspired by what Patty and Adeline are doing in their PLT, bringing in authentic examples—something I’m keen to build on using insights from their PLT’s research. After hearing Reeve’s sharing, I’m particularly intrigued by Classkick. It feels a lot like SLS in the way it allows us to organise resources into modules, but I find it even more user-friendly. ;)

I’m thinking of starting small, maybe just try it out with one chapter first, using resources that I already have. It feels like a manageable step.:)

Data Assistant Feature in SLS is another tool that I would like to explore, particularly for checkpoints after every topic. This is an AI that will certainly make  data analysis and interpretation easier and faster.  

Monitoring and providing feedback to students' work has always be my focus and I will explore more on these two tools to see how they can be used to promote active learning.

I am now trying to explore a hybrid of quick instant feedback tools with Collaborative Tools as I personally feel the need for all online assessment questions to be backup with peer/individual feedbacks.

Looking ahead, I intend to explore Classkick as a new digital tool. Classkick provides real-time feedback and allows students to work at their own pace while I monitor their progress live. It supports differentiated instruction and personalized learning experiences, which are essential in catering to diverse learning needs in the classroom.

To achieve my learning goals with Classkick and other digital tools, I plan to:

• Participate in professional learning communities or online workshops focused on e-Pedagogy and Classkick usage.

• Integrate these tools gradually into my lesson plans to ensure both my students and I adapt smoothly.

• Reflect on student engagement and performance data to refine my use of these tools for maximum impact.

This year, I have increased my use of E-ped tools in class for Sec 1 and Sec 3 students as part of students engagement and also assessment for understanding. So far, it was Kahoot that the students loved most. Of course, it could not be used for mathematics questions which required workings but for topics like negative numbers, significant figures, estimation, algebraic expressions , indices .. Kahoot worked.

Recently, I used the FA Mathematics in SLS for Sec 1 Solving linear equation but still found that the feedback given was still not explicit and improved. My PLC group did last year to anticipate and added in all the possible feedback for one other topic but really it was not easy task. I would rather use whiteboard fi and give them instantaneous feedback to all my students in the class which I just did with my Sec 1 class this week.

Moving forward

I am still exploring moving from RAT to KAT in Mathematics class. For most topics, I feel that students understand better when we demonstrate 'live' the workings on the board and e-ped tools are best used for immediate assessment and abstract concepts eg. graphs and manipulatives for exploration. One thing that I have learnt from Reeve and Sheeran's sharing was that I would like to try using the AI in SLS to help to consolidate my students' learning gap.

I have been using Classpoint for many lessons to reinforce the basic concepts at the start of the chapter. It has been effective as I am able to have a sense of the level of understanding among the students. But I felt the use of Classpoint seemed to work well when implementing AFL mainly for basic concepts. For mathematics, many topics involve presenting working steps at solving. In this sense, I find Classpoint has its limitations.

Looking ahead

I had been familiarising with Classkick as E-Ped tool as it allows more space for working steps to be presented. I am able to view every student's task at a click. However, it is tedious and time consuming to go through every student's solution during classroom teaching. I have to selectively choose the weaker students' answers as examples to learn from mistakes and choose the good ones as fine examples. Another area of improvement which I have work on is to be very mindful of time spend in class for such e-Ped tool. It should not be for the entire lesson. The choice of questions and skills selected for practice in e-Ped tools must be very focused so that reinforcement is effective.

Assessment for Learning): I used Google Forms and Quizizz to conduct short quizzes on arithmetic and geometric sequences. The instant feedback helped me spot common errors, such as students mixing up the formula for the nth term with that for the sum of terms.

2. Lesson Snapshot

Activity: Students explored number patterns by predicting the next terms in a sequence using an interactive whiteboard. They then collaborated in pairs to derive the general term, annotating their working digitally and sharing their solutions with the class.

3. Impact in a Nutshell

Evidence of success: Post-lesson data showed a 25% improvement in students’ ability to correctly identify and generalise patterns.

4. Next Frontier 2026

I hope to explore AI-driven adaptive platforms that can generate personalised number pattern questions at varying levels of challenge, helping students strengthen their understanding through targeted practice and immediate feedback.

2.     Lesson snapshot - Use of classkick to monitor and assess students’ understanding in real time. It allows teacher to view student work done on their PLDs simultaneously.

3. Impact in a Nutshell – Teachers can identify which student needs help and check students’ understanding.

4. Next frontier 2026 – To get students to use Peer Feedback function in classkick

Lesson Snapshot:
With the use of SLS, I incorporated relevant videos, online quizzes, and newspaper articles to support the learning of key accounting concepts such as double-entry, correction of errors, and allowance for impairment of trade receivables.

Impact in a Nutshell:
These ICT-enabled resources encouraged students to engage in discussions and deepen their understanding while working with ICT tools. Teacher is able to monitor their progress easily and provide the necessary feedback after each activity to close any learning gaps.

On the other hands, students were able to appreciate the relevance of accounting concepts and see how theoretical knowledge comes to life through real-world examples. Their interest in the subject grew, leading to better engagement with majority developing greater motivation to do well for the subject.

Next Frontier 2026:
I plan to introduce more online resources (through the use of Class Kick and SLS tools) that provide instant feedback, enabling students to practise and master theory-based questions more effectively.

Lesson Snapshot
I used Desmos to support the teaching of quadratic inequalities and the equation of circles. This allowed students to visualise concepts more clearly and address misconceptions, such as treating inequalities the same as equations or viewing the equation of a circle as a formula rather than a geometric set of points. Our PLC also created an SLS package last year to help students revisit prior concepts before their exam and I am using it again this year. Next, i also produced video solutions for homework questions, guided by Polya’s problem-solving steps, to provide additional support outside class.

Impact
These approaches enabled students to visualise abstract ideas better and achieve deeper understanding, leading to improved confidence and accuracy in solving problems.

Next Frontier (2026)
I aim to explore the use of AI tools to provide adaptive feedback. While the current SLS platform requires significant teacher input to verify student steps, AI has strong potential to complement scaffolding and drive conceptual change by offering more immediate, personalised guidance.

Lesson snapshot – Use of SLS as a flipped classroom as an introduction since it allows students to explore the patterns. Subsequent lessons continue to tap on SLS to replay and model the metacognitive processes for solving typical qns.

Impact in a nutshell – students are supported in their learning process and learn to take ownership of their learning. This is also a snapshot of how they would expect learning to take place in post-sec institutions where online lectures are common.

Next frontier 2026 – tapping on SLS to further support students’ learning

Lesson Screenshot

Use of blooket to reinforce their theoretical knowledge, when the questions are asked in a different format. Use of classkick to scaffold and introduce excel functions to the students.

Impact

Students will understand the various excel functions taught in class. The feedback allows the students to correct their misconceptions and enhance their understanding.

Next Frontier

To further explore AI tools to improve the work efficiency.