ICT-enabled strategies

Building Topical Content Knowledge through Video-based Questioning

This practice focuses on the use of videos and questioning to guide students' processing of the video content. It scaffolds students' building of topical content knowledge and help them create a repository of examples and cases that they can use in their essays to support their claims.

Collaborative Thinking Routines in 1:1 Computing Learning Environments

The integration of collaborative thinking routines with the use of ICT tools facilitates teachers’ orchestration of Mathematics talk, providing support and scaffold students in working collaboratively to achieve a deeper understanding of concepts or to come up with solutions that they do not previously know.

Critical Viewing of Film Texts through a Systemic Approach

The Systemic Approach draws on multimodal discourse frameworks developed in earlier research to provide students with a language to scaffold the discussion of film texts. It helps students learn where and what to look for in a film text, and understand the meanings in films and view them critically.

Deepening Mathematics Understanding through Flipped Team-based Learning

The 5-stage flipped team-based learning helps students learn concepts and solve problems collaboratively. The stages include completion of independent home-based learning, individual learning tasks and group activities e.g. negotiating answers, and apply concepts learnt to solving new problems.

Developing Inquiry Skills and Attitudes through Experiential Learning and Thinking Strategies

To address the lack of inquiry skills and attitudes, experiential learning and cultures of thinking were incorporated into the BSCS 5E instructional model. The learning process was facilitated by apps such as Padlet, Nearpod and Google Docs for students to share their work and receive feedback.

Developing Mathematical Problem Solving Skills through Think Aloud

Make mathematical thinking visible by using screencasting and think aloud strategies as learning scaffolds. Adapted from Polya's four-step problem-solving process, these think aloud strategies are simple structures that students can use repeatedly during problem-solving until it becomes a habit of thinking.

Developing Media Literacy Skills Through Newscasting

Deepen understanding of media messages through explicit teaching of media skills and teacher-facilitated newscast productions. Students are given opportunities to research on real-world issues, script, produce and present their newscast 'live' to show what they have learnt.

Digital Inquiry-based Learning (IBL) Trails for Science Field Investigations

Students observe and investigate natural phenomena, collect and analyse data, and discuss proposed explanations in an online collaborative space. This not only gives students authentic first-hand experiences of doing science but also deepen students' understanding of how scientific knowledge is constructed.

Facilitating Critical Reading through Pedagogical Scaffolds and Collaboration

Use real-time feedback through WiRead, a web-based collaborative critical reading and learning analytics environment to make reading engagement and progress visible. Students engage in collaborative critique of multimodal texts that comprised written words, visual imagery and videos.

Learning Chemical Formulae and Names through Discovery Learning

Develop students’ proficiency in formula writing and chemical naming through cycles of gameplay using wRiteFormula, a mobile app. Self-directed exploration using the app, coupled with teacher-facilitated discussion and timely feedback, empowers students to discover for themselves the patterns and rules undergirding chemical formulae.

Learning Physics through Mathematical Modelling and Inquiry

Engage students in investigating physics concepts through the use interactive e-books incorporate lecture notes on essential physics content and HTML5 simulations. The simulations are also designed to allow for mathematical modelling which can help students to better appreciate the significance of the physical phenomena.

Participatory Learning in Mathematics

Students perform Mathematical practices in an online collaborative learning environment, and teachers use collaborative learning technologies to create and organise space that encourages students to share their knowledge. In these environments, students discuss and investigate Mathematical ideas by assuming different roles to offer supporting or contrasting views.