Launched in May 2017 by the Ministry of Education, the Singapore Teaching Practice posits itself as a model that “makes explicit how effective teaching and learning is achieved in Singapore schools”.

With its focus on helping teachers understand affordances for learning, the Six Learnings curriculum design framework is particularly strong with regards the following pedagogical practices from the Singapore Teaching Practice:

• Lesson Preparation
  • determining lesson objectives
  • selecting and sequencing content
  • deciding on instructional strategies
  • sequencing learning
• Lesson Enactment
  • facilitating collaborative learning

Complementing this focus, a key part of the Singapore Teaching Practice is 'understanding students and learning'. This value lies at the heart of Disciplinary Intuitions as a theory of learning.

Therefore, in terms of the pedagogical practices associated with the Singapore Teaching Practice, the following can be regarded as key to an understanding of Disciplinary Intuitions:

• Lesson Preparation
  • considering learners' profiles
• Lesson Enactment
  • activating prior knowledge
  • arousing interest
• Assessment and Feedback
  • setting meaningful assignments

Finally, as enabling infrastructures for learning, Maker Motes, Learner-Generated Augmentation, Chart-a-Path, Redstone Jammin' and other technological interventions described within this site align with the following pedagogical practices from the Singapore Teaching Practice:

• Lesson Enactment
  • encouraging learner engagement
• Assessment and Feedback
  • supporting self-directed learning

From the preceding discussion, it can be seen that there is a clear progression - in terms of the pedagogical practices of the Singapore Teaching Practice - from the Six Learnings curriculum design framework, to Disciplinary Intuitions as a theory of learning, and finally to enabling infrastructures such as Maker Motes.

This progression reflects the role that the Six Learnings curriculum design framework plays in a teacher's decision-making process as he or she prepares the lesson.

The same progression also reflects the role Disciplinary Intuitions plays in shaping the teacher's enactment of the lesson, reflecting his or her value system as an educator.

And finally, enabling infrastructures such as Maker Motes, Chart-a-Path, and Redstone Jammin' are the means by which teachers enact their lessons and design for Assessment for Learning.