Sch-Based_PD_E-Ped

2022

Sch-Based_PD_Session 1

E-Pedagogy

Official (Closed) / Non-sensitive

Programme Outline

1.Overview of e-Pedagogy with a focus on Key Applications of Technology (KATs)

2.Features of Blended Learning

3.Buddy Activity 1: What digital tools are appropriate for your subject?

4.Buddy Activity 2: What activities are suitable for Online Learning?

5.Considerations for Blended Learning

6.Learning Models: How Blended Learning looks like in the overall scheme

Official (Closed) / Non-sensitive

Poll

Which of the following statements is NOT true about e-Pedagogy?

• e-Pedagogy focuses on using technology for students to be active in the learning process.

• e-pedagogy is about using technology tools for students to learn online.

• e-pedagogy is about developing students to take ownership of their learning.

E-Pedagogy (SFEd)

Official (Closed) / Non-sensitive

Guided by e-Pedagogy, teachers will design learning experiences to bring about a more participatory, connected and reflective learning culture that enhances student engagement, deepens their subject mastery and helps them acquire 21st Century Competencies.

​How does this Area of Practice help us prepare our students to be future-ready?

E-Pedagogy is one of the 6 areas of practices identified for Skillsfuture for Educators (SFEd).

​SFEd

•Use e-Pedagogy Principles to Design Lesson

•Use of Technology for Active Learning

•Use of Technology for Assessment and Feedback

Official (Closed) / Non-sensitive

E-Pedagogy (SFEd - AoP)

What is e-Pedagogy? Official (Closed) / Non-sensitive

a. Future-Ready Learners

b. Role of Technology

c. Learning Experiences (LE)

d. Key Applications of Technology (KAT)

e. Physical and Digital Spaces

​Official (Closed) / Non-sensitive

​Elements in e-Pedagogy

​Official (Closed) / Non-sensitive

​

Official (Closed) / Non-sensitive

Key Application of Technology (KAT)

Teachers evaluate and select appropriate technological tools based on their pedagogical affordances and apply the technologies to enhance various learning processes:

• Support assessment for learning

• Foster conceptual change

• Provide differentiation

• Facilitate learning together

• Develop metacognition

• Enable personalisation

• Embed scaffold for learning

Official (Closed) / Non-sensitive

​Official (Closed) / Non-sensitive

Use technology to capture and analyse assessment data to provide a student or group targeted (i) feedback about their level of understanding, learning, processes and progress and (ii) resources for students to access an expert’s conceptual organisation and modulate their actions.

​Official (Closed) / Non-sensitive

​Applications of Technology

​Foster conceptual change through multimodal representations of abstract concepts, allowing students to discern critical features and patterns, and infer generalisations.

Harness interactivity and multimodal features of digital technologies to differentiate the nature of content, learning processes and products of learning to meet the needs of all students.

​Official (Closed) / Non-sensitive

​Sustain collaboration by integrating supports for students to collectively improve their ideas over time by sharing, building on, organising, and synthesising their knowledge and developing understandings.

Promote metacognition by integrating automated supports for students to make sense of and regulate their learning activities and group knowledge, and articulate their reflection through multiple modes.

​Official (Closed) / Non-sensitive

​Foster student agency, giving choice in the learning goals, process and pace through digital resources.

Embed scaffolds in the digital learning environment to support thinking and guide interactions between students, teachers and content.

​Official (Closed) / Non-sensitive

PD Day: e-Pedagogy - Blended Learning

Which KAT does this Teacher's Action show?

Teacher design learning tasks and assign to different groups of students based on readiness or interests. With the SLS grouping function, teachers can decide on the the nature of content and assign to different groups of students based on their readiness or interests. Teachers can then use the pacing function to assign different activities to different groups of students to meet their needs.

Official (Closed) / Non-sensitive​

Multiple Choice

Teacher design learning tasks and assign to different groups of students based on readiness or interests. With the SLS grouping function, teachers can decide on the the nature of content and assign to different groups of students based on their readiness or interests. Teachers can then use the pacing function to assign different activities to different groups of students to meet their needs.

• Differentiation

• Learning Together

• Metacognition

• Assessment for Learning

• Scaffolding

Differentiation

Official (Closed) / Non-sensitive

Which KAT does this Teacher's Action show?

Teachers embed interactives in SLS lessons to provide students with a rich representation of the problem and assess how they visualise spatial information and process data. Students get immediate feedback on their answers through SLS free response questions or MCQ. During/after lessons, teachers monitor students’ learning using Heatmap and close any learning gaps where necessary.

Official (Closed) / Non-sensitive

Multiple Choice

Teachers embed interactives in SLS lessons to provide students with a rich representation of the problem and assess how they visualise spatial information and process data. Students get immediate feedback on their answers through SLS free response questions or MCQ. During/after lessons, teachers monitor students’ learning using Heatmap and close any learning gaps where necessary.

• Differentiation

• Learning Together

• Metacognition

• Assessment for Learning

• Personalisation

Assessment for Learning

Official (Closed) / Non-sensitive

Which KAT does this Teacher's Action show?

Teachers make use of an intelligent tutoring system to evaluate and respond to learners’ actions, provide immediate feedback and make recommendations on the next learning steps.

Official (Closed) / Non-sensitive

Multiple Choice

Teachers make use of an intelligent tutoring system to evaluate and respond to learners’ actions, provide immediate feedback and make recommendations on the next learning steps.

• Differentiation

• Learning Together

• Personalisation

• Assessment for Learning

• Metacognition

Personalisation

Official (Closed) / Non-sensitive

Which KAT does this Teacher's Action show?

Teachers customise the SLS Interactive Thinking Tool to encourage students to document and externalise their thinking and knowledge, and to reflect on their new knowledge for refinement.

Official (Closed) / Non-sensitive

Multiple Choice

Teachers customise the SLS Interactive Thinking Tool to encourage students to document and externalise their thinking and knowledge, and to reflect on their new knowledge for refinement.

• Differentiation

• Learning Together

• Personalisation

• Assessment for Learning

• Metacognition

Metacognition

Official (Closed) / Non-sensitive

Which KAT does this Teacher's Action show?

Teachers use the SLS Interactive Thinking Tool to make students’ thinking visible for peers and self to collectively improve ideas and give targeted feedback to one another. Teachers can provide tools and structures for students to provide peer feedback.

Official (Closed) / Non-sensitive

Multiple Choice

Teachers use the SLS Interactive Thinking Tool to make students’ thinking visible for peers and self to collectively improve ideas and give targeted feedback to one another. Teachers can provide tools and structures for students to provide peer feedback.

• Scaffolding

• Learning Together

• Personalisation

• Conceptual Change

• Metacognition

Learning Together

Official (Closed) / Non-sensitive

Which KAT does this Teacher's Action show?

Teachers embed simulations and design tasks for students to draw generalisations from their interaction with the simulations. With embedded manipulatives such as GeoGebra, students explore mathematical concepts, with questions to guide them along. This allows students to see patterns in information and form conjectures and explanations.

Official (Closed) / Non-sensitive

Multiple Choice

Teachers embed simulations and design tasks for students to draw generalisations from their interaction with the simulations. With embedded manipulatives such as GeoGebra, students explore mathematical concepts, with questions to guide them along. This allows students to see patterns in information and form conjectures and explanations.

• Scaffolding

• Learning Together

• Personalisation

• Conceptual Change

• Metacognition

Conceptual Change

Official (Closed) / Non-sensitive

Which KAT does this Teacher's Action show?

With the SLS Tooltip and hint feature, teachers are able to embed explicit scaffolds to allow students to choose to use it when he/she needs additional support. Scaffolds can also be woven into interactivity of digital simulations such as the constraints, cues and feedback in games.

Official (Closed) / Non-sensitive

Multiple Choice

With the SLS Tooltip and hint feature, teachers are able to embed explicit scaffolds to allow students to choose to use it when he/she needs additional support. Scaffolds can also be woven into interactivity of digital simulations such as the constraints, cues and feedback in games.

• Scaffolding

• Learning Together

• Personalisation

• Conceptual Change

• Metacognition

Scaffold for Learning

Official (Closed) / Non-sensitive

e-Pedagogy is the practice of teaching with technology for active learning that creates a participatory, connected and reflective classroom to nurture the future-ready learner.