The document discusses considerations for lesson design including referring to the Singapore Teachers Practices and SLS Pedagogical Scaffold to understand practices and integrate technology. It also covers the 21st century competencies domains of civic literacy, critical thinking, communication and collaboration. Lesson enactment should activate prior knowledge, engage learners, use questions to deepen learning, and conclude the lesson according to the Singapore Teaching Practice.

1. 1. LESSON DESIGN CONSIDERATIONS

2. Resources for
lesson design
1. Singapore Teachers Practices
(STP) on OPAL to gain an
understanding of pedagogical
practices that should be
demonstrated.
2. SLS Pedagogical Scaffold as a
guide to integrate technology
and carry out meaningful active
learning experiences for
students.

3. Singapore Teaching
Practice
• The Pedagogical Practices (PP)
• Capture fundamental Teaching
Processes and Teaching Areas
• Supported by theories
• Guided by the Singapore Curriculum
Philosophy
• There are four fundamental teaching
processes
• Positive classroom culture
• Lesson preparation
• Lesson enactment
• Assessment & feedback

5. Resources for
lesson design
1. Singapore Teachers Practices
(STP) on OPAL to gain an
understanding of pedagogical
practices that should be
demonstrated.
2. SLS Pedagogical Scaffold as a
guide to integrate technology
and carry out meaningful active
learning experiences for
students.

10. Technology Mediates Learning Interactions
1. Learning interactions form the core of meaningful learning experiences. The
instructional core of a classroom typically comprises the interactions between the
teacher, student and content.
2. Technology plays an even greater role facilitating interactions beyond the physical
classroom, as learners can now engage experts and resources as learning partners in the
community to extend learning.
3. Teachers can design for interactions mediated by technology to build a positive
classroom learning culture, where learners can be empowered to learn.
4. Technology brings about six types of interactions in the digital learning environment.

11. 3 Types of Student Interaction An Example of How Teachers can Design for the Learning Interaction with Technology
Student-Student Interaction The teacher designs a discussion task using the SLS Interactive Thinking Tool. She sets the question
for the students to think and respond. After the students have responded, the teacher gets their peers
to comment and provide feedback, scaffolding their review with a set of rubrics to identify the key
content points. The students also learn to practise good netiquette. Once the students receive
feedback from their peers, they can continue to ask questions to clarify, before going back to their
original post to refine their answers.
Student-Content Interaction To activate students’ learning, the teacher embeds a YouTube video into an SLS lesson related to the
topic, and uses the See-Think-Wonder routine to get students to ponder about the theme, and
questions related to it. In SLS, the teacher then directs the students to a few blogs, each with a
differing view to the topic. As the students read the blogs, they consider questions provided by the
teacher to guide them to look for salient points, and synthesise the information. Later, the students
create their podcasts on what they have learnt and how their prior knowledge has been challenged or
reinforced.
Student-Community Interaction The teacher gets the students to explore a topic and prepare questions around it. She then arranges
for a virtual meeting with an expert of the topic, so that the students can engage the expert
meaningfully. Thereafter, the students write a report and reflections in their online journal. They also
extend their learning by publishing an online newsletter for the rest of the school to learn about the
expert’s views on the topic.

12. 3 Types of Teacher Interaction An Example of How Teachers can Design for the Learning Interaction with Technology
Teacher-Student Interaction The teacher sets a quiz in SLS to elicit prior knowledge of the students on a topic. After analysing the
SLS Heatmap, she understands the students’ learning gaps, and clarifies those misconceptions. She
then sets up differentiated activities for the students to apply the new knowledge. Using the students’
responses, the teacher taps on SLS to provide targeted feedback.
Teacher-Content Interaction The teacher searches for content and interactives on MOE Library in SLS to illustrate to students key
content. She also adapts existing SLS lessons on Community Gallery, to have a rough understanding
of the level of difficulty her questions for her students should be pegged at.
Teacher-Community Interaction The teacher goes onto the Singapore Learning Designers Circle on Facebook to gather ideas, share
lessons and hear feedback from fellow educators. She also works with community partners and
experts to craft research problems for students to work with.

14. Using ICT tools meaningfully
• A good ICT tool deployed during lessons should be beyond
Substitution and not just for Raising Engagement.
• Substitution (1st level)
• Augmentation (2nd level)
• Modification (3rd level)
• Redefinition (4th level)
• It should broaden and adds depth to the student’s learning
experiences.
• Substitution
• Augmentation
• Modification
• Modification

16. Using Tech
Meaningfully
An example
Lesson: Writing a Script
• Taken modified
from: http://www.educatorstechnology.com/2013/08/s
amr-model-explained-through-examples.html.
• Original Assignment: A hand written paper done in
class.
• Substitution: A Word Processor replaces a Pen/Pencil in
a Writing Assignment.
• Augmentation: A Word Processor and grammar
correcting function is used to improve the writing
process.
• Modification: The document created using the Word
Processor is shared on a unified platform e.g Google
docs where students of other groups can learn to give
feedback through underlining in different colours. This is
then incorporated to help improve the quality of
writing.
• Redefinition: The written assignment can be a “live
element” as students watched a youtube video and
treat it as a live broadcast and simultaneously create
and edit the script through group effort.

17. Using assessment meaningfully

18. 2. 21 CC Competencies

19. 21st Century
Competency Domains
and Components
• Civic Literacy, Global Awareness and Cross-Cultural Skills
• Active Community Life
• National and Cultural Identity
• Global Awareness
• Socio-Cultural and Religious Sensitivity and Awareness
• Critical and Inventive Thinking
• Curiosity and Creativity
• Sound Reasoning and Decision-Making
• Metacognition
• Managing Complexities and Ambiguities
• Communication, Collaboration and Information Skills
• Effective Communication
• Effective Collaboration
• Management of Information
• Responsible Participation in the Information Landscape

20. DOMAIN 1:
CIVIC LITERACY, GLOBAL AWARENESS AND CROSS-
CULTURAL SKILLS
Active Community Life descriptors
• demonstrating a sense of responsibility towards the community;
• being civic-minded; and
• supporting and contributing through community and nation-building activities.
National and Cultural Identity descriptors
• possessing a sense of responsibility to the nation; and
• having a shared commitment to the ideals of the nation and its culture.
Global Awareness descriptors
• cope with change due to cultural interactions abroad; and
• recognise, analyse and evaluate global trends and their interconnections
with local communities.
Socio-Cultural and Religious Sensitivity and Awareness descriptors
• empathise with others through understanding, acceptance and respect; and
• engage in appropriate behaviour with people from different socio-cultural and
religious backgrounds in both local and international contexts, in a way which
would enhance social cohesion.

21. DOMAIN 2:
CRITICAL AND INVENTIVE THINKING
Curiosity and Creativity descriptors
• wondering and asking questions;
• being resourceful, flexible and adaptable, and having an open mind;
• being willing to take risks and accept mistakes; and
• being imaginative and having the ability to envisage possible futures.
Sound Reasoning and Decision-Making descriptors
• extracting implications and conclusions from facts, premises, ethical issues, or data;
• constructing relationships between the essential elements of a problem; and
• challenging social norms to provide alternative theories and explanations.
Metacognition descriptors
• questioning and refining thoughts, attitudes, behaviour and actions;
• suspending judgement;
• reassessing conclusions and considering alternatives; and
• stepping back to take the larger picture into account, to verify one’s own pattern of
thinking.
Managing Complexities and Ambiguities descriptors
• tolerating ambiguity;
• keeping an open mind in order to consider, respect and accept alternative perspectives,
solutions or methods;
• taking on diverse roles;
• multi-tasking; and
• being resilient and focused on pursuing goals despite difficulties and unexpected
complications.

22. DOMAIN 3:
COMMUNICATION,
COLLABORATION AND
INFORMATION SKILLS
Effective Communication descriptors
• interacting with others from diverse backgrounds through a variety of means and
• being open to and respecting ideas from others when co-constructing meanings.
Effective Collaboration descriptors
• exercising individual and group accountability by communicating effectively with
one another and discharging the roles assumed by each individual in a pair/group;
• working together in pairs/groups with shared responsibilities to contribute to the
completion of a task or the achievement of shared goals; and
• being actively reflective about how to improve one's working relationship with
others, in order to achieve group goals.
Management of Information descriptors
• defining the problem and identifying the information needed;
• locating and connecting information across different sources;
• assessing the information systematically for accuracy, credibility and currency;
• developing strategies to source and organise information; and
• integrating the information to draw conclusions and develop new understanding.
Responsible Participation in the Information Landscape descriptors
• respecting intellectual property rights;
• adhering to civic and lawful behavior on the Internet; and
• maintaining a positive presence on the Internet.

23. 3. LESSON ENACTMENT

24. Refer to STP for teaching actions which support these
essential aspects of lesson enactment that should be
demonstrated in teaching
• Activating Prior Knowledge
• Arousing Interest
• Encouraging Learner Engagement
• Exercising Flexibility
• Providing Clear Explanation
• Pacing and Maintaining Momentum
• Facilitating Collaborative Learning
• Using Questions to Deepen Learning
• Concluding the Lesson