(1) Remember to include your name in your post. Feel free to be creative — you can share your response as a video, infographic, or just plain text!

(2) Read other groups posts. Give a like to the posts that resonate with you or spark new ideas!

(1) Refer to the task cards provided at each table for discussion. Focus on the pedagogy and not on the content.

(2) Remember to include your group number on your post.

(3) Read other groups posts. Give a like to the posts that resonate with you or spark new ideas!

(1) Remember to include your group number in your post when you share your insights.

(2) Use the guiding questions in the playbook to guide discussion and reflection at your table.

(3) Start with Task 1 and Task 4.

(4) If you have tried 1 and 4, you can explore task 2 and task 3.

Remember to write your name in the post.

Share your reflection on one of the prompts.

Reflection Prompts:

(1) What is one key shift in thinking or practice you are inspired to explore further in your own teaching?

(2) How might you contribute to strengthening our shared EdTech and T&L ecosystem — within your department or classroom?

(3) How can we support one another in designing and enacting lessons that align with our school's T&L vision?

We can support one another in designing and enacting lessons by brainstorming ideas, sharing our experiences and offer constructive feedback to foster a culture of collaboration.

-Hiza

As an educator, I would leverage on this by purposefully planning more opportunities for such interaction and let the students take greater ownership for their learning.

Allows us to be critical and encourages growth both as an educator and learner. Provides a platform to enhance teaching and learning making lessons for authentic, meaningful and transparent.

and SLS whereby teachers collaborate in supporting

meaningful learning whereby pupils can be supported with self directed learning and with activities for them to deepen their concepts.

I see tech not as a replacement, but a powerful extension of our pedagogy—when it supports reflection, expression, and connection.

For me, it’s about designing meaningful moments, not just digital ones. Purpose before platform, always.

https://www.moe.gov.sg/news/speeches/20250523-speech-by-director-general-of-education-ms-liew-wei-li-at-the-uae-symposium-on-reimagining-the-future-of-teaching-and-learning-in-the-age-of-ai

For teachers, the integration of EdTech opens up opportunities to innovate and design lessons that are not only more interactive but also tailored to diverse learning needs. It encourages us to explore creative and student-centred approaches that can deepen understanding and promote active participation in the classroom.

Also, many AI tools are still not well optimized for Tamil language, which limits their effectiveness. It’s important that language teachers continue to be the cultural and emotional guide for students—something AI cannot replace:)

The use of EdTech pedagogy as a guide on how we can effectively use the technology in our teaching and learning.

It is important for us to identify the relevant approach(es) for specific lessons and class based on the profile of our learners.

Mr Tan is giving solutions while Ms Lim is empowering the students to get the solutions. Ms Tan is using self discovery/exploratory and IBL lessons. Ms Tan also encourage collaboration; use of Think-Pair-Share. The SLS and edTech tools allow AfL and instant feedback

2A is teacher model, 2B teacher makes use of tech and data to move the lesson forward.

More evidence of E21CC is shown in 2B.

2B teacher also provided a list of succes criteria, thus the students engagement is increased.

2B allows students to re-record. Allowing them to self assess, giving them a circle of feedback and improvement builds confidence, communication skills and ownership of learning.

Group's opinion is such that 2A can be a scaffolding for 2B, providing up their understanding and knowledge through 2A, before allowing them to explore 2B.

2A: teacher-directed, teacher modelling

2B: student-directed

Limitations:

2A: Students may not fully understand the topic/concept, not to the same depth as 2B's approach. It functions more like a template answer.

2B: -nil

Intentional E21CC:

2A: Adaptive thinking, communication (limited)

2B: Critical thinking, inventive thinking, communication, collaboration

Lesson modification:

2A: Incorporate discussion for peer learning to enhance communication and collaboration

2B: -nil

EdTech tools:

2A: Infuse ITT tools, leverage on SLS Data Assistant to summarise the class' learning

2B: (Current SLS incorporation is sufficient)

2) Both "B" teachers take time to allow students to experience the phenomenon being thought, investigate and come to the conclusion. This allows them to make connections and teaches them how to be flexible in their thinking, allowing them to be able to manage more complex examples in future.

3) Both "B" teachers also employ many opportunities for E21CCs to be displayed; discussion, critical thinking and collaborative learning.

4) EdTech tools can be utilised by teachers to help to summarise the general level or progress of the class to help teachers to plan a better way forward or focus on an area which may need to be revisited.

2) For Task 2B: It is a student-centered lesson with teacher as a facilitator to elicit responses from students. There is intentional development of E21CC skills of collaboration, communication and adaptive thinking. Teacher harnesses data to improve pedagogical instructions. (by identifying common gaps). Teacher could design platfoms to close the common gaps she has identified.

1)What pedagogical approach is adopted by each teacher?

3A: Teaching directed.

3B: IBL, use of technology (i.e., padlet and SLS) for collaboration and FA

2) What limitation might this approach have in promoting conceptual understanding or student agency?

3A: Students may not be able to apply the concepts learn into real-life examples. Teacher is unable to gauge students' level of understanding. No collaboration in learning. No ownership of learning.

3) In what ways, if any, is the intentional development of E21CC demonstrated? Which E21CC specifically?

3B: Collaboration and communication skills. Critical thinking.

4) How could the lesson be modified...

Modify 3A to be similar to 3B based on the class's learner profile.

5) How might SLS or other EdTech tools...

3B: Encourage students to provide comments/feedback to their peers.

• More teacher-directed

• Assessment oriented

• Scaffolding not as apparent (remember this structure...)

• Student voice - limited

• Assessment for learning - limited to few students at the end.

2B

• More student-directed

• Draw upon students' personal experiences and more of a constructivist approach where everyone contributes to shared knowledge

• More structured scaffolding e.g. sentence starters and oral prompts

• Student voice - With the use of SLS, all students can try. Self and peer assessment opportunity.

• Assessment for learning - chance to self assess and rerecord. Individual and peer assessment. Provides opportunity for all students to demonstrate learning. Last task also promotes adaptive thinking.

• E21CC: collaboration. Communication. Adaptive thinking.

GenAI would be able to give specific feedback as to what is missing in the lesson enacted with respect to the criteria given. GenAI would also be able to tell you specifically what is to be included and how can it be included to make your lesson have the E21CC which is required.

Task 4:

We would be able to cater to the different students with different learning profile. And differentiated feedback can be given to the individual students.