Teacher-Led Workshops 2021 - (Secondary/JC) - Academy of Singapore ...
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Teacher-Led
Workshops
2021
(Secondary/JC)
1
What Teachers are Saying
There are far too many, but I
love the clear explanations of
the 3 intervention strategies
that were accompanied by
practical examples & activities
I could apply in the classroom.
I’m really thankful for the in-depth
analysis of the various writing options
especially on punctuation and sentence
structures. Thank you for the generous
providence of the resources.
The workshop provided a more structured
way to apply all the learning strategies we try
out in the classroom. The retrieval practice
units and do now activities are certainly
aspects I would apply.
The examples of visual texts are absolutely rich. The
teaching strategies are workable. The course trainers
are really kind and answered all our questions. A lot of
thinking done which is very much appreciated. The
teaching materials went by themes. That’s useful too.
2
Contents
1 Introduction 4
2 List of Teacher-Led Workshops for the year 6
Synopsis of the workshops
3 Art 10
4 Biology 13
5 Character and Citizenship Education 16
6 Chemistry 19
7 Chinese Language 21
8 Computer Applications 29
9 Design and Technology 30
10 English Language 32
11 English Literature 37
12 Food and Nutrition 41
13 Geography 42
14 History 44
15 Information and Communication Technology 45
16 Malay Language 46
17 Mathematics 48
18 Music 55
19 Others 56
19 Physical Education 59
20 Physics 62
21 Principles of Accounts 63
22 Science 64
23 Social Studies 67
3
Introduction
Teacher-Led Workshops (TLWs) are conducted by teachers for
teachers. Guided by the mission of the Academy of Singapore
Teachers (AST) to develop a teacher-led culture of professional
excellence, AST has created opportunities for teachers to lead
and inspire good practices through TLWs. Through this
platform, teachers will engage in professional exchange of
pedagogical context knowledge leading to enhanced
pedagogical practice.
Through TLWs, AST aims to:
Lead and engage Engage in Affirm and
the teaching professional recognize
community sharing, contribution of
collaborative teacher facilitators
inquiry and
knowledge
creation
4
The structure of the The structure of the
Face-to-face TLW is as follows: Video Conferencing TLW is as follows:
Duration of TLWs:
- Face-to-face: 2.5 hrs from 2.30 p.m. to 5 p.m.
- Online via Video Conferencing: 2 hrs from 2.30 p.m. to
4.30 p.m.
- e-TLW on OPAL2.0: Approx. 2 hours to be completed in
learner’s own time
To participate in any of the TLWs, kindly refer to the subject
specific TLWs in the following pages and register via OPAL2.0.
To conduct a TLW for 2022, you may access the application
form via this link or QR code:
5
List of Teacher-Led Workshops for the Year
Mode of Delivery for TLW Courses ICON
E-learning in OPAL2.0
Face-to-face (skills based)
Online via Video Conferencing
These are the list of TLW courses
Course Mode of
S/N Subject Title of TLW Date Day
Code Learning
Deepen Students’ Learning in Art through
1 Art 21968 2 March 2021 Tuesday
Peer & Self Feedback
Designing DI Experiences in the Art
2 Art 21971 13 April 2021 Tuesday
Classroom
Developing Empathy in the Art Classroom
3 Art 21985 1 July 2021 Thursday
through Art Discussion
Visible Learning Templates to Enhance
4 Biology 41431 25 March 2021 Thursday
Learning of Biology
Dissecting the Language Demands of
5 Biology 41422 8 April 2021 Thursday
Common Question Types
6 Biology 41428 Gamification in Biology Learning 12 August 2021 Thursday
Character and
Contemporary Issues: Using Facilitation 18 February
7 Citizenship 70712 Thursday
Strategies 2021
Education
Character and
Enhanced Student Engagement and
8 Citizenship 70714 Starting mid-April 2021
Perspective-taking in CCE
Education
Character and
Harnessing the Context-Dimension Frame
9 Citizenship 70715 13 August 2021 Friday
for CCE discourse
Education
Character and
Positive Education: Designing Authentic
10 Citizenship 70569 26 August 2021 Thursday
Reflection in CCE Lessons
Education
Designing Activities Using Household Items
11 Chemistry 41420 23 April 2021 Friday
with ICT Integration
Enhancing Learning in Chemistry Practical
12 Chemistry 41424 Starting mid-April 2021
with e-Pedagogy
Chinese Enhancing CL Essay Writing Skills Using
13 13483 4 March 2021 Thursday
Language Video Plots Analysis
Chinese Exploring a “Speaking to Writing” Teaching
14 13486 23 March 2021 Tuesday
Language Model for CL
6
Course Mode of
S/N Subject Title of TLW Date Day
Code Learning
Chinese Integrating News in Education to Improve
15 13494 26 March 2021 Friday
Language Students' Oracy Skills
Mastering Dialogue: From Reading to
Chinese
16 13497 Writing 30 March 2021 Tuesday
Language
语言描写—从阅读到写作 (CL)
Chinese Using Blended Learning to Teach Descriptive
17 13508 1 April 2021 Thursday
Language Writing Skill (CL)
Chinese Using Gamification in the T&L of Chinese
18 13510 16 April 2021 Friday
Language Vocab and Idiom (Sec/CL)
Chinese Developing Oral Skills through Self and Peer
19 13477 30 April 2021 Friday
Language Evaluation (CL）
Chinese A Learner-centred Approach to train Oracy
20 13467 1 July 2021 Thursday
Language Skills using SLS (CL)
Chinese Improving students’ expository writing skill:
21 13492 5 August 2021 Thursday
Language using MAPS （CL）
Chinese Using ICT tools to engage students’ learning
22 13511 12 August 2021 Thursday
Language for CL B
Chinese Scaffolding Strategies in Teaching Oral Skills
23 13503 27 August 2021 Friday
Language (CL)
Computer
24 31432 Script it Right: Debugging Made Easy 11 March 2021 Thursday
Applications
Design and Makers' Design Lower Secondary
25 80188 1 April 2021 Thursday
Technology Curriculum (Design & Technology)
Design and
26 80181 Cultivate the Joy of Sketching in D&T 9 April 2021 Friday
Technology
Design and
27 80190 Online Videography Lesson (SLS) 26 August 2021 Thursday
Technology
English Using Multimodal Texts in Teaching 25 February
28 13512 Thursday
Language Speaking and Writing (EL) 2021
English
29 13501 Poetry is served! 4 March 2021 Thursday
Language
English Demystifying Teaching Listening for Details
30 13475 11 March 2021 Thursday
Language and Metacognition
English
31 13487 Fab Four: Strategies of Reciprocal Teaching 8 April 2021 Thursday
Language
English Making Thinking Visible in the English
32 13496 Starting mid-April 2021
Language Classroom
English
33 13491 Grammar Masterclass Starting mid-April 2021
Language
English
34 13495 Learning Vocabulary in the 21st Century 2 July 2021 Friday
Language
English Facilitating Productive Conversations among
35 13488 8 July 2021 Thursday
Language High-Support Students
English Alternative Assessment: Conducting EL
36 13470 27 August 2021 Friday
Language Virtual Debate
English Facilitating T&L of Literature in a Digital
37 13489 1 April 2021 Thursday
Literature Learning Environment
English Engaging Students in Literature through
38 13481 6 April 2021 Tuesday
Literature Deck.Toys Games
English Creating an Escape Room Activity Using
39 13473 Starting mid-April 2021
Literature Google Forms and Thinglink
English Eliciting Literary Discourse through Game-
40 13480 6 July 2021 Tuesday
Literature based Learning
7
Course Mode of
S/N Subject Title of TLW Date Day
Code Learning
English
41 13555 #Literature for the #SocialMedia Generation 19 August 2021 Thursday
Literature
Food and Differentiated Instruction in the Topic of
80185 30 July 2021
42 Nutrition Food Sustainability Friday
Empowering Students in GI through Virtual 23 February
43 Geography 21974 Tuesday
Reality Technology 2021
Geography Enquiry using E-maps and
44 Geography 21982 Starting mid-April 2021
Rigour/Relevance Framework
Dialogic Pedagogy in the Classroom: Talk
45 Geography 21972 27 April 2021 Tuesday
Moves
Creation and Use of Virtual Reality Learning
46 History 21967 15 July 2021 Thursday
Journeys
Empowering Students to Discover and
47 History 21980 31 August 2021 Tuesday
Construct Community Heritage
Providing Feedback in Real Time via
48 ICT 80191 Starting mid-April 2021
Classkick
Malay Sec 1 - 4/5 Sembang Spontan Oral Package
49 13504 Starting mid-April 2021
Language (ML)
Malay Penggunaan Portal SLS dalam Pengajaran
51 13499 29 July 2021 Thursday
Language Kefahaman Membaca
Malay TUTLA: The Card Game that Makes Learning
50 13506 20 August 2021 Friday
Language Language Rules Fun! (ML)
Memory Retention for NT Math
52 Mathematics 31502 23 March 2021 Tuesday
(Interleaved & Distributed Practice)
Strengthening Teacher Competencies in
53 Mathematics 31440 8 April 2021 Thursday
Feedback Strategies
Using Computational Thinking in the
54 Mathematics 31505 13 April 2021 Tuesday
Teaching of Mathematics (Sec)
Using Escape Rooms to Engage Students in
55 Mathematics 31506 Starting mid-April 2021
Learning Mathematics.
SLS as a Flipped Classroom for Mathematics
56 Mathematics 31503 23 April 2021 Friday
Lesson
Developing Computational Thinking Tasks in
57 Mathematics 31496 30 April 2021 Friday
Mathematics & Science
Deepening Conceptual Understanding by
58 Mathematics 31495 2 July 2021 Friday
Activating Prior Knowledge
Video Creation Project: A Blend of SDL and
59 Mathematics 31507 9 July 2021 Friday
Collaborative Learning
Developing Mathematical Reasoning
60 Mathematics 31497 30 July 2021 Friday
through Error Analysis
Strengthening Mathematical Thinking
61 Mathematics 31504 20 August 2021 Friday
Processes via MTV Routines
Strum Zones - A Differentiated Instructional 13 August 2021
62 Music 21984 Friday
Approach to Music
Teaching Thinking for Learning (TTL) 25 February
63 Others 90558 Thursday
Teaching Map 2021
Strategies for Differentiated Instruction for 26 February
64 Others 90557 Friday
HAL 2021
Examining Students’ Work Using
65 Others 41350 9 March 2021 Tuesday
Conversation Protocol
Designing Authentic Tasks to Engage
66 Others 90550 26 March 2021 Friday
Diverse Learners
8
Course Mode of
S/N Subject Title of TLW Date Day
Code Learning
Learning Through Discovery in the Applied
67 Others 90552 24 August 2021 Tuesday
Learning Classroom
Physical
68 90533 A.P.E - AfL in PE 20 April 2021 Tuesday
Education
Physical Assessment-Feedback-Learning Cycle:
69 90547 23 July 2021 Friday
Education MS.DARE Approach
Physical A.D.O.P.T. & C.A.R.E.: Intentional Teaching
70 90530 3 August 2021 Tuesday
Education of CE in P.E.
Physical 14 September
71 90459 RiTSonline Timing Solution for NAPFA Test Tuesday
Education 2021
Differentiating Electrical Quantities by Using
72 Physics 41421 12 March 2021 Friday
Manipulatives
Developing a TPACK Approach to Teach
73 Physics 90551 13 July 2021 Tuesday
Electricity Concepts
74 POA 50926 Using Google Forms and Kahoot! in POA 5 March 2021 Friday
Achievement of Success Criteria using the 18 February
75 Science 41418 Thursday
5E Instructional Model 2021
Enhancing Student Engagement in Science
76 Science 41425 5 March 2021 Friday
Lesson using Nearpod
Engagement through Inquiry Approach and
77 Science 41423 23 July 2021 Friday
Virtual Escape Room
Redefine Learning of Science with e-
78 Science 41429 27 July 2021 Tuesday
Pedagogy
79 Science 21605 Learning through Play 31 August 2021 Tuesday
Deepening Understanding in the
80 Social Studies 21969 25 March 2021 Thursday
Humanities through Card Games
81 Social Studies 21981 Gamification for Social Studies 26 August 2021 Thursday
9
Art
Deepen Students’ Learning in Art through Peer and Self Feedback
Engaging students in self and peer assessment and feedback is an effective way to
deepen students' learning in art. By providing clear success criteria and rubrics, using
protocols and routines to facilitate self and peer feedback, students are engaged in
helping themselves and their peers to identify the gaps between their current
performance standards and the desired standards set for the art projects through self
and peer feedback.
Having Studio Habits of Mind (SHoM) as the educational outcomes, we hope to
develop critical reflection skills and empower students to be confident and self-
directed learners. Participants will be facilitated to share ideas of how they could adapt
these lesson resources for use in their art classrooms.
Mode of Delivery: Online via Video Conferencing
Term 1: 2 March 2021 (Tuesday)
Register on OPAL2.0 using the code: 21968
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Designing DI Experiences in the Art Classroom Pri/Sec
Art appreciation through understanding of culture, context and artistic intents, is often
a struggle for our students. Different strategies to facilitate art discussion are explored
to engage students to look closely at, analyse, and interpret works of Art from multiple
perspectives.
In this workshop, participants will be immersed in art discussion, develop empathy and
sensitivity by sharing and discussing insights and different points of view with other
participants, and experience how a generative dialogue can enhance creative co-
creation and meaning-making.
Mode of Delivery: Online via Video Conferencing
Term 2: 13 April 2021 (Tuesday)
Register on OPAL2.0 using the code: 21971
10Developing Empathy in the Art Classroom through Art Discussion
Art appreciation through understanding of culture, context and artistic intents, is often
a struggle for our students. Different strategies to facilitate art discussion are explored
to engage students to look closely at, analyse, and interpret works of Art from multiple
perspectives.
In this workshop, participants will be immersed in art discussion, develop empathy and
sensitivity by sharing and discussing insights and different points of view with other
participants, and experience how a generative dialogue can enhance creative co-
creation and meaning-making.
Mode of Delivery: Online via Video Conferencing
Term 3: 1 July 2021 (Thursday)
Register on OPAL2.0 using the code: 21985
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11Biology
Visible Learning Templates to Enhance Learning of Biology
Students always face difficulties doing Biology practical and answering experiment
related questions independently. They do not know the aim of the practical and are
not aware of the expected observations or outcomes of the experiment. They have
problems linking the results back to the biological concepts taught. The Thinking
Routine A.C.I.D.S template is a framework which can help students identify key
components in the practical or experiment question and can be used as a scaffolding
structure for peer discussion before they embark on answering the question. This will
allow students to perform the practical in a competent way and help students to
design or create a similar practical for an inquiry-based investigation.
Mode of Delivery: Online via Video Conferencing
Term 2: 25 March 2021 (Thursday)
Register on OPAL2.0 using the code: 41431
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13Dissecting the Language Demands of Common Question Types
Biology is arguably the most linguistically demanding of the three sciences offered at
the secondary level. However, current pedagogies in science tend to focus on
addressing misconception rather than linguistic misrepresentation of scientific
concepts, even though both are equally plausible causes of scientifically incorrect
responses.
This workshop introduces a linguistic framework for unpacking the language demands
of common question types, constructing the text-type linked to question demands,
and providing feedback to encourage student self-monitoring of their science writing
in the long-term. For example, students will learn to distinguish between the different
explanatory components required by questions that use the command word ‘explain’,
and the distinct structural components that meet these requirements. The literacy
skills explored in this workshop will enable students to demonstrate the ways of
thinking and doing in science, a practice of science underscored by the revised Science
Curriculum Framework.
Mode of Delivery: Online via Video Conferencing
Term 2: 8 April 2021 (Thursday)
Register on OPAL2.0 using the code: 41422
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14Gamification in Biology Learning
The most effective tool to help students learn is in creating intrinsically motivating
learning experiences. As biology educators, we aim to create lessons that ignite
students’ curiosity, increase their passion and encourage interest towards biology.
However, some students may see biology as a content-heavy subject that requires rote
learning.
Recently, more students are seen to experience ‘flow’ and be intrinsically motivated
by games when engaged. Hence, gamification is another way to create an intrinsically
motivating learning experience. How then do we create such experiences and ensure
its effectiveness?
In this workshop, participants will have the opportunity to experience gamification in
a biology classroom, learn some of its core theoretical underpinnings, and take away
new ideas for their own classrooms.
By incorporating games-based learning into biology lessons, students have shown a
newfound curiosity and interest in Biology and demonstrated higher motivation levels
that have translated into better grades and learning outcomes.
Mode of Delivery: Face-to-face
Term 3: 12 August 2021 (Thursday)
Register on OPAL2.0 using the code: 41428
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15Character and Citizenship Education
Pri/Sec
Contemporary Issues: Using Facilitation Strategies
Inspired by our then Minister of Education, Minister Ong Ye Kung's reflection about
young people today having a completely different view of race and religion from those
held by our older generations, this workshop aims to expose participants to a variety
of facilitation strategies and tools that they can use when approaching sensitive issues
such as race, religion, tradition and personal beliefs. These facilitation strategies can
facilitate in-depth conversations in school and in helping students navigate
differences. Participants would also see how one such lesson was conducted in the
context of English Literature and the responses and experiences from the students.
Mode of Delivery: Online via Video Conferencing
Term 1: 18 February 2021 (Thursday)
Register on OPAL2.0 using the code: 70712
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Enhanced Student Engagement and Perspective-taking in CCE
Enhancements to the GIFTED (Brooksian values) and Guidance Modules were
deliberately designed into the lesson packages to increase students' engagement and
perspective-taking during CCE lessons. Relevant hooks, authentic case-scenarios and
facilitation strategies were the key features to promote the CCE experience.
Triangulation of data points - student and staff survey as well as feedback from lesson
observations by Key Personnel were used as a measurement tool of effectiveness of
the enhancements incorporated in these modules.
Mode of Delivery: e-learning
Term 2: Starting mid-April 2021 onwards
Register on OPAL2.0 using the code: 70714
16Harnessing the Context-Dimension Frame for CCE discourse
Thriving in a VUCA world requires a set of timeless “superskills.” As facilitators of
learning, we need to help our students be future-ready and develop agency for
responsible decision-making. Through a whole-school approach, supported by a group
of specialised CCE teachers, our teachers have been supported to plan, review and
facilitate discussions on Contemporary Issues (CI) so as to achieve stronger ownership
of the CCE curriculum for teaching and learning. A frame to conceptualise the elements
of a powerful CI classroom was thus developed. Teachers shared that CI discussions
are not about having the “correct” answer; instead it should provide students the
opportunity to hear different views, practise active listening and develop empathy
through perspective-taking. Through a “head-heart-hand” approach, participants will
explore suitable facilitation strategies and use the Context-Dimension Frame to help
students navigate multiple perspectives around moral dilemmas and complex issues
such as race and inequality.
Mode of Delivery: Face-to-face
Term 3: 13 August 2021 (Friday)
Register on OPAL2.0 using the code: 70715
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17Positive Education: Designing Authentic Reflection in CCE Lessons Sec/JC
As Character and Citizenship Education teachers in a Junior College that emphasises
Positive Education, we believe that it is important to engage students on a personal
and authentic level in order to facilitate critical reflection whilst building empathy and
empowering students to create positive social changes. Using the CJC Reflective Cycle,
students are encouraged to articulate their thoughts, feelings, beliefs and plans for
future positive actions via personal experiences. Within a positive and supportive
classroom community, students critically assess their impact on self and others and
are empowered to make positive changes in their personal spheres within their
communities or influence. Participants will take away ideas of how they can design
lessons that create a positive classroom community while simultaneously engaging
students regarding their personal experiences.
Mode of Delivery: Face-to-face
Term 3: 26 August 2021 (Thursday)
Register on OPAL2.0 using the code: 70569
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18Chemistry
Enhancing Learning in Chemistry Practical with e-Pedagogy Sec/JC
To enhance student learning in practicals, teachers of Chua Chu Kang Secondary
School designed different blended learning experiences for Chemistry students.
Students engage in active learning through online pre-lab activities which target
specific experimental skills required for the practical. Teachers were also able to use
data from online activities as pre-assessments of their students’ readiness. The results
of a student survey showed that there was an increase in students’ sense of confidence
and competence during the practical session in school. This session will also share how
the teachers have taken entire practicals online. Students were then able to develop
their observation and analytical skills even during periods of school or lab closures.
Students gave feedback that they appreciate this alternative form of learning as they
find it to be more convenient and of lower stake.
Mode of Delivery: e-learning
Term 2: Starting mid-April 2021 onwards
Register on OPAL2.0 using the code: 41424
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19Designing Activities Using Household Items with ICT Integration Sec/JC
In 2018, CPDD worked with teachers in the NLC group to make use of common items
to create 'Lab in a Bag' lessons. We are part of this NLC group and hope to share our
lessons with fellow teachers in the fraternity. In April 2020, when schools
implemented FHBL, teachers had to redesign their lessons. Hence, the only way to
conduct demonstrations at home is to substitute chemicals with household items.
HBL will not become a thing of the past. Some schools will be reviewing how to 'blend'
classroom learning and digital online learning to 'harness the best of both worlds'.
When household items are used for lessons, the classroom lesson can be easily
converted to a home-based learning activity and students can even try out these
activities safely at home. In this workshop, participants will have hands-on experience
with activities using household items for most topics in chemistry.
Mode of Delivery: Online via Video Conferencing
Term 2: 23 April 2021 (Friday)
Register on OPAL2.0 using the code: 41420
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20Chinese Language
Enhancing CL Essay Writing Skills Using Video Plots Analysis
A report on the use of Mother Tongue by the Mother Tongue Review Committee 2010
emphasized learning language through creating real life scenarios & an interactive
environment. The use of videos enhances learning interest, lead to effective learning,
and develop learners’ writing skills. To achieve these goals, the team of Lower
Secondary teachers designed a lesson based on the ‘From Speaking to Writing’
teaching model to develop students’ higher order thinking through migration. In order
to enhance their interest to improve their writing skills, Information Communications
Technology (ICT) was applied during the questioning section. The purposes of the
workshop include (1) sharing the findings of the pedagogy used, (2) sharing the
strategies for ‘From Speaking to Writing’ teaching model and the use of ICT, and (3)
applying the strategies in narrative essay writing.
Mode of Delivery: Online via Video Conferencing
Term 1: 4 March 2021 (Thursday)
Register on OPAL2.0 using the code: 13483
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21Exploring a “Speaking to Writing” Teaching Model for CL
One of the biggest challenges faced by teachers is figuring out how to get students to
apply and, eventually, master theoretical reading and writing techniques taught in
textbooks. Based on the concept of using auditory learning to teach writing, we have
designed a series of authentic, feasible and engaging lessons for Secondary Three
students. Teaching strategies such as “Make Thinking Visible”, assessment for
learning, and differentiated instruction were all incorporated into these lessons. To
increase engagement and effectiveness of learning among students, Student Learning
Space and other ICT platforms were widely used. We will be sharing how we integrated
these pedagogies into our actual lessons. We believe that this new teaching model will
be highly beneficial to students’ reading, speaking and writing capabilities while also
enhancing teachers’ pedagogical efficiency.
Mode of Delivery: Online via Video Conferencing
Term 2: 23 March 2021 (Tuesday)
Register on OPAL2.0 using the code: 13486
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Integrating News in Education to Improve Students' Oracy Skills
中三学生往往在谈论时事话题时会面对内容空乏或语言词汇贫乏的问题。我们
也常碰到学生无法自信地运用华语表达己见。因此我校于2020年推行口语研究
的校本计划，结合读报教育及口语教学增强中三快捷与普通学术学生的口语表
达能力。此计划有助于增强学生阅读技能与阅读量，让学生活学语文，重视提
升真实的语文口语表达能力。通过此工作坊，教师可尝试如何善用学生学习平
台（SLS）设计读报活动及口语培训计划，循序渐进引导学生掌握课题，并有条
理发表意见。同时，也可共同探讨如何运用思维可视化策略，如“观察-思考-怀
疑”、启发学生思考，培养理解力，并激发批判性思维。
Mode of Delivery: Online via Video Conferencing
Term 2: 26 March 2021 (Friday)
Register on OPAL2.0 using the code: 13494
22Mastering Dialogue: From Reading to Writing
语言描写—从阅读到写作 (CL)
Writing dialogue is one of the writing techniques in the Secondary 2 Express Chinese
curriculum. Observations of the students’ work show that students tend to focuse on
the content of the dialogue (what is being said) and leave out the descriptions that
portray how the dialogue is being said. By designing lessons based on “tone”,
“expression”, “action” and “punctuation”, students were provided with a structure to
understand dialogue and use dialogue in their narrative essays. The use of SOLO
Taxonomy divided the learning goals into 5 levels of understanding and enable
teachers to design teaching and learning activities based on their students’ profile and
facilitate students' self-assessment. ICT plays a role in enabling teachers to design
interactive learning activities and check for understanding.
语言描写是中二快捷学生必须掌握的语文技能之一，但是学生在阅读和写作中
常出现只注重语言描写中的引语（说了什么），却忽略提示语（怎么说的）的
问题。因此，教师可以通过“语表动点”的训练，加强学生对语言描写的理解和
运用；同时利用SOLO分类理论制订不同层级的教学目标，以此指导教学设计及
让学生自我评估学习效果。教师也可以借助电脑资讯科技工具，设计多元互动
活动，以检查学生的理解情况，提供更多机会让学生参与学习。
Mode of Delivery: Online via Video Conferencing
Term 2: 30 March 2021 (Tuesday)
Register on OPAL2.0 using the code: 13497
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23Using Blended Learning to Teach Descriptive Writing Skill (CL) Pri/Sec
In this workshop, facilitators will share a lesson design that incorporates DI in Blended
Learning. The lesson was created for the teaching and learning of Chinese descriptive
skill (心理描写) to facilitate a seamless transition from Home Based Learning (HBL) to
learning in the classroom. Facilitators will also share how the Student Learning Space
(SLS), together with web 2.0 tools were incorporated in the lesson package to enhance
student learning by making their thinking visible. This workshop aims to help teachers
hone their skills in lesson design and leverage effectively on ICT tools to help students
use psychological descriptions appropriately in their essays. The last segment of the
workshop provides participants the opportunity to be involved in a hands-on session
where they get to design their own lesson package using DI in Blended Learning.
Mode of Delivery: Online via Video Conferencing
Term 2: 1 April 2021 (Thursday)
Register on OPAL2.0 using the code: 13508
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24Using Gamification in the T&L of Chinese Vocab and Idiom (Sec/CL)
Proponents of gamification suggest that this method of teaching can engage and
motivate learners when used properly in classrooms (Hammer & Lee, 2011; Muntean,
2011). More specifically, games can increase students’ level of attention and their
interest in learning. If students learn vocabulary through drilling alone, which is the
most common way for students to learn and retain vocabulary, it is very boring and
will eventually decrease students’ interests in learning (Yue, 1991; Deng & Hu, 2007).
In addition, students might experience failure when playing games, but through
multiple tries in playing the games, retain the vocabulary learnt (Lam, 2016). The
teacher would first introduce the vocabulary or idioms to students. Thereafter, the
teacher would introduce the games using “Deck.Toys” or “Word Wall” and students
will get to try the games until they completed the different stations designed by the
“game master”, in this case, the teacher.
This session will include how gamification and the use of online learning tools
“Deck.Toys” and “Word Wall” could spur students’ interest in the learning of Chinese
vocabulary and idioms. Participants will first get to try out the games, before learning
how to design their own games. Thereafter, participants will brainstorm and design a
simple game using the online learning tools so that they can apply it when they return
to their classrooms. This session will end with a sharing on how participants could link
the games designed to SLS so that they can conduct enriching and meaningful HBL
lessons in the future.
Mode of Delivery: Online via Video Conferencing
Term 2: 16 April 2021 (Friday)
Register on OPAL2.0 using the code: 13510
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25Developing Oral Skills through Self and Peer Evaluation(CL）
Chinese Language teachers are often concerned about improving the conversation
content of students in graduating classes. Practice, self and peer-evaluation have
proven effective in cultivating students' ability for independent learning and
cooperative learning. This workshop will walk participants through the process of
designing self-evaluation and peer evaluation forms. The workshop will also provide
strategies on guiding students to use self-evaluation and peer evaluation forms
effectively. These strategies help students acquire a framework in response to various
types of questions asked in the oral examination. Students can thus continuously
enrich their own as well as their peers’ responses by practicing self and peer
evaluation. Participants in the workshop will receive a set of self-evaluation and peer
evaluation rubrics targeting 7 questions types in the national oral examinations.
Mode of Delivery: Online via Video Conferencing
Term 2: 30 April 2021 (Friday)
Register on OPAL2.0 using the code: 13477
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A Learner-centred Approach to Train Oracy Skills Using SLS (CL)
As Chinese Language B teachers in secondary schools and JC/CIs, it is important to find
ways to stimulate interest in CLB and develop the confidence of our students. In
addition, as Covid-19 has sparked the need for online resources and new platforms for
teaching and learning, this workshop draws on heavily on the concept of mobile
learning to implement lessons involving independent and collaborative learning. These
ICT-based lessons empower students to be self-directed and confident learners as they
engage in collaborative learning. Participants will take away ideas of how they can
adapt these lesson resources, ICT tools and platforms to fit the specific learning needs
of their students in their own classrooms.
Mode of Delivery: Online via Video Conferencing
Term 3: 1 July 2021 (Thursday)
Register on OPAL2.0 using the code: 13467
26Improving Students’ Expository Writing Skill: Using MAPS (CL）
Students taking Chinese Language are introduced to expository writing in Secondary
Three. From observation, students have difficulties in applying and transferring the
theoretical knowledge learnt from prescribed expository texts to actual writing. In this
workshop, a PLC team of Chinese Language teachers will share their experience of
bridging this gap in students’ learning and application, drawing inspiration from MAPS
learning instruction strategy introduced by Mr Alex Wong (Director/ Academic Affairs,
Taiwan Nantou Shuang Wen Junior High School), a flipped classroom learning
approach known as MAPS strategy, which has taken wave in Taiwan. As part of the
team's study, a pre-test was conducted to determine students’ ability, after which
MAPS was used to guide students in writing, followed by post-test exercise to assess
and evaluate students learning outcomes.
Mode of Delivery: Online via Video Conferencing
Term 3: 5 August 2021 (Thursday)
Register on OPAL2.0 using the code: 13492
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27Using ICT tools to engage students’ learning for CL B Sec/JC
As Chinese Language B teachers in secondary schools and JC/CIs, it is important to find
ways to stimulate interest in CLB and develop the confidence of our students. In
addition, as Covid-19 has sparked the need for online resources and new platforms for
teaching and learning, this workshop draws on heavily on the concept of mobile
learning to implement lessons involving independent and collaborative learning. These
ICT-based lessons empower students to be self-directed and confident learners as they
engage in collaborative learning. Participants will take away ideas of how they can
adapt these lesson resources, ICT tools and platforms to fit the specific learning needs
of their students in their own classrooms.
Mode of Delivery: Face-to-face
Term 3: 12 August 2021 (Thursday)
Register on OPAL2.0 using the code: 13511
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Scaffolding Strategies in Teaching Oral Skills (CL) Sec/JC
The current practice for "A" Level H1 Chinese Language oral examination is for
students to view a one-minute short video after which they will do a two-minute
verbal report and carry on with a conversation with the teacher. As students are
generally weak in their spoken Chinese, this task poses a great challenge. We will
demonstrate how the Pedagogical Scaffolding Strategies design process is applied to
design a Chinese Language Oral Lesson Package to bring about active student
participation and efficient teaching approaches. Through the lesson package, we
equipped our students with essential oral communication techniques, and they were
able to express their opinions and have confidence to complete the task in Chinese.
Participants will take away ideas on how they can adapt the lesson approaches for use
in their own classrooms to make oral lessons engaging.
Mode of Delivery: Online via Video Conferencing
Term 3: 27 August 2021 (Friday)
Register on OPAL2.0 using the code: 13503
28Computer Applications
Script it Right: Debugging Made Easy
This workshop is useful for educators of Computer Applications (CPA) who have some
knowledge of scratch programming but have no/little knowledge in debugging games
created using scratch software. Using the social constructivist approach, participants
will collaboratively learn how to apply programming techniques and approaches such
as line-by-line debugging, rubber duck debugging, wolf-fence algorithm, and pair
programming to debug errors embedded in scratch-based games. Through interactive
debugging exercises, participants will also enhance their proficiencies in using the
aforementioned debugging strategies while modelling to students how to debug. This
will also strengthen their ability to use visible thinking routines to deepen and
integrate students learning and check for students’ understanding to help them
progress in their learning of Scratch. Participants will take away ideas on how they can
design and develop lessons and activities for teaching debugging for use in their
classrooms.
Mode of Delivery: Online via Video Conferencing
Term 1: 11 March 2021 (Thursday)
Register on OPAL2.0 using the code: 31432
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29Design and Technology
Makers' Design Lower Secondary Curriculum (Design & Technology)
Maker technology is the future of design and innovation. As educators, we seek to
expose our students to technology and innovation of the future. Infusing maker
technology like the 3D pen into the teaching and learning of design and technology
can open up a new avenue for design. By bringing in SCAMPER method of design with
the use of 3D pen, we allow students to see the beauty of rapid prototyping in aiding
decision making and idea developing.
Mode of Delivery: Online via Video Conferencing
Term 2: 1 April 2021 (Thursday)
Register on OPAL2.0 using the code: 80188
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Cultivate the Joy of Sketching in D&T
Written and spoken language are common forms of communication that people use
to express themselves. In comparison, the language of sketching has not been as
commonly used for communication, even when it could also be used for visualization
and presentation. Currently, the Professional Learning Team (PLT) observe that the
Design and Technology (D&T) students struggle in sketching and making their design
thinking visible. Furthermore, many students limit themselves to simple box-like
designs due to their poor sketching skills and low level of confidence.
By exploring an extension of sketching basic elements like lines and circles, the PLT
hopes to cultivate students’ joy in mastering the language of sketching in D&T, and
develop their imaginative and creative thinking in idea conceptualisation.
Mode of Delivery: Online via Video Conferencing
Term 2: 9 April 2021 (Friday)
Register on OPAL2.0 using the code: 80181
30Pri/Sec
Online Videography Lesson (SLS)
With the implementation of full Home-based Learning, Design and Technology
teachers lost face to face time in the classrooms to teach sketching to the lower
secondary students who conventionally have been taught through teacher
demonstration. The use of video exercises provided students with supplementary
online materials to acquire the sketching skills. These lessons aim to develop the
mind/hand/eye coordination necessary for achieving a proficient level of visual
literacy. At the same time, it also empowers students to be self-directed and confident
learners. Participants will take away the technical know-how of generating a video
exercise and video editing and will be able to design online lessons using videography
as a tool for teaching and learning in skills-based content areas such as sketching. They
will also be able to adapt these video lessons for blended learning in their subject
discipline.
Mode of Delivery: Face-to-face
Term 3: 26 August 2021 (Thursday)
Register on OPAL2.0 using the code: 80190
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31English Language
Using Multimodal Texts in Teaching Speaking and Writing (EL)
As teachers, it is important for us to find ways to inculcate the joy of learning to arouse
the interest of our young learners. With the use of ICT-enabled pedagogy and creating
an authentic curriculum with the use of the 'Voices at Play' material supplied by CPDD,
the team sought to enhance students’ learning with meaningful assessment with the
implementation of AfL through the use of alternative assessment. Participants will
walk away with ideas on how to teach speaking and writing and explore ways of how
ICT enabled pedagogy and alternative assessment come together in a blended learning
classroom.
Mode of Delivery: Online via Video Conferencing
Term 1: 25 February 2021 (Thursday)
Register on OPAL2.0 using the code: 13512
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Poetry is served!
The study of poetry often causes anxiety because of its apparently subjective nature,
and local poetry sometimes meets with more resistance because there is less
published criticism to fall back on for “answers”.
In ‘Poetry is served!’, participants are invited to sample a selection of poems by
Singapore writers and discuss them in a casual and relaxed setting.
Facilitators will share their experiences with serving poetry to their students, the
results of their learning journey and action research, and discuss ideas on adapting
and customising the Reading Circles @SJI framework to suit different classrooms.
Participants will experience a hands-on method of teaching poetry that encourages
student choice, focuses on enjoyment and welcomes personal sharing.
Mode of Delivery: Online via Video Conferencing
Term 1: 4 March 2021 (Thursday)
Register on OPAL2.0 using the code: 13501
32Demystifying Teaching Listening for Details and Metacognition
Improving the teaching of listening skills has become a necessity with the increasing
difficulty of the ‘Ordinary’ and ‘Normal (Academic)’ Level Listening Comprehension
papers in recent years. Due to the transient nature of the listening process, teachers
often face problems developing this often unobservable language skill, making
metacognition a very useful tool for students’ self-directed learning.
This workshop aims to demystify the teaching of metacognition and the listening skill
assessed in the national examinations (listening for details), giving simple and effective
strategies based on applied linguistics research and theory that can be easily followed
by low progress learners. Common problems faced by students, including second
language learners and international students, will also be discussed with an emphasis
on practical solutions.
Mode of Delivery: Online via Video Conferencing
Term 1: 11 March 2021 (Thursday)
Register on OPAL2.0 using the code: 13475
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Fab Four: Strategies of Reciprocal Teaching
As teachers teaching English Language at the secondary school level, it is important to
find ways to engage students in reading, one of the areas of language learning. Using
reciprocal teaching, lessons involving collaborative learning were carried out. Students
were also grouped in mixed-readiness groups, allowing them to learn from one
another as each shared their thought process while reading a paragraph. These lessons
empowered students to make thinking visible and enhanced their understanding and
interaction with a text.
Mode of Delivery: Online via Video Conferencing
Term 2: 8 April 2021 (Thursday)
Register on OPAL2.0 using the code: 13487
33Making Thinking Visible in the English Classroom
In our quest to develop the necessary thinking dispositions for independent thought
and learning, making thinking visible (MTV) strategies were used in the English
classroom to frame thematic lesson units, and as part of collaborative group work both
in the physical classroom and the online sphere. How can MTV strategies be used to
create a diverse learning environment where effective questioning takes place? How
can this be further tapped on to develop a culture of thinking both in the classroom
and in the department?
Mode of Delivery: e-learning
Term 2: Starting mid-April 2021 onwards
Register on OPAL2.0 using the code: 13496
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34Grammar Masterclass
This workshop will introduce an online Grammar Masterclass series that is meant to
serve as an accessible learning tool for all secondary school students. This will support
students' grammar knowledge and skills and help them improve in editing and writing
tasks. The workshop will also explore other online platforms and classroom instruction
materials that can support student learning. The explicit teaching of word classes and
error categories will aid in developing a deeper understanding of English grammar,
which is the foundation of language learning.
Mode of Delivery: e-learning
Term 2: Starting mid-April 2021 onwards
Register on OPAL2.0 using the code: 13491
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Learning Vocabulary in the 21st Century
“Without grammar, very little can be conveyed; without vocabulary, nothing can be
conveyed.” - David A. Wilkins
A vocabulary logbook is a classic item in the English classroom. How do we keep it
relevant in the 21st century? Teachers introduced an e-logbook which was used in
conjunction with online and physical reading lessons. A variety of games were also
used to consolidate the learning of the new vocabulary learnt. 85% of the students
surveyed found the e-logbook useful in helping them learn new words. 57.5% of the
students found it user-friendly and even more encouraging, 42.5% indicated that they
use the e-logbook even when they are reading for leisure. This workshop aims to show
teachers how to harness ICT to make vocabulary learning relevant to our tech-savvy
students. Participants will see how students can add new words to a mobile word bank
on the go and how teachers can gamify vocabulary learning.
Mode of Delivery: Online via Video Conferencing
Term 3: 2 July 2021 (Friday)
Register on OPAL2.0 using the code: 13495
35Facilitating Productive Conversations among High-Support Students
Learners in need of educational support are usually less confident users of the English
Language (EL) and may sometimes display reluctance in voicing their thoughts and
opinions in a classroom setting. How can teachers encourage these learners to
articulate their thoughts and scaffold their learning to facilitate productive
conversations?
This session will focus on the use of Talk Moves to facilitate spoken interaction in the
EL classroom in two secondary schools. Learners were provided with talking frames to
facilitate mutual listening, voicing, clarification and consolidation of ideas. Through the
process, students were empowered to be confident learners, capable of providing
coherent and elaborated responses as they engaged in the co-construction of
knowledge.
Participants will gain an understanding of the considerations behind the design of the
collaborative learning experiences using Talk Moves and adapt them for use in their
secondary classrooms.
Mode of Delivery: Face-to-face
Term 3: 8 July 2021 (Thursday)
Register on OPAL2.0 using the code: 13488
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Alternative Assessment: Conducting EL Virtual Debate
The workshop aims to guide teachers on how to carry out a class debate in English
language and modifications that they can take for an online debate to take place.
Mode of Delivery: Online via Video Conferencing
Term 3: 27 August 2021 (Friday)
Register on OPAL2.0 using the code: 13470
36English Literature
Facilitating T&L of Literature in a Digital Learning Environment
When conducting online lessons during Full Home-based Learning (FHBL), Literature
teachers may have found it more difficult to maintain student engagement, especially
in close reading of texts. Without physical proximity, spontaneous flow in discussion is
affected. Teachers may find it difficult to accurately gauge learners’ progress, without
immediate feedback from students’ body language and expressions. This makes it
challenging to pitch lessons appropriately during FHBL. However, with meaningful
design and implementation of the Gradual Release of Responsibilities (GRR)
framework, Literature teachers can be better equipped to respond to students’
learning needs and modify the lesson pace accordingly. At the end of this session,
participants will take away strategies to apply the GRR framework in the teaching and
learning of Literature, particularly in the FHBL context. Participants would also have
the opportunity to explore ways to carry out Assessment for Learning (AfL) with digital
tools for their own virtual Literature classroom.
Mode of Delivery: Online via Video Conferencing
Term 2: 1 April 2021 (Thursday)
Register on OPAL2.0 using the code: 13489
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37Engaging Students in Literature through Deck.Toys Games
We studied the effect of game-based learning on Secondary One Normal (Academic)
students’ interest in and motivation for reading their Literature set-text, ‘The Boy in
the Striped Pyjamas’. The team observed that our students were not sufficiently
motivated to read their texts, because of a lack of interest in and understanding of the
story. To address this issue, an online game was designed, guided by the principles of
Ryan and Deci’s self-determination theory and Csikszentmihalyi’s concept of flow.
Game features that foster autonomy, relatedness and competence were included in
the design of the game. It was found that introducing game-based learning through
the Deck.Toys platform increased student engagement and students’ interest in the
story. It also had a positive impact on student motivation to read their books. This
study demonstrates that there are potential opportunities to leverage on game-based
learning in the Literature classroom as a way to improve student motivation to read.
Mode of Delivery: Online via Video Conferencing
Term 2: 6 April 2021 (Tuesday)
Register on OPAL2.0 using the code: 13481
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Creating an Escape Room Activity Using Google Forms and Thinglink
This workshop aims to provide participants with the opportunity to conceptualise a
virtual escape room activity for HBL lessons. Participants will use two tools, Google
Forms and Thinglink, to create a virtual escape room for students to explore and
facilitate their journey through the activity. A virtual escape room activity could excite
and engage students as they explore a specific topic and take advantage of the benefits
of gamification in learning.
Mode of Delivery: e-learning
Term 2: Starting mid-April 2021 onwards
Register on OPAL2.0 using the code: 13473
38Eliciting Literary Discourse through Game-based Learning
The workshop aims to share game-based learning strategies in the English Literature
classroom to elicit literary discourse and encourage active learning. Students were
observed to lack confidence in engaging in a sustained discussion on poetry, and go
beyond the analysis of literary devices to arrive at a deeper understanding of a poem
and its concerns.
The workshop also aims to explore the use of game-play to engage learners in an
exploratory and collaborative study of poetry. Participants can employ pre and post
assessment tools to identify learning gaps and if students are able to successfully close
them.
Through interactive group activities, participants will review a sample lesson and
explore the use of game-based learning in the classroom. Participants will also
deliberate on designing game-based lessons to enhance students’ engagement,
appreciation and understanding in the literature classroom.
Mode of Delivery: Online via Video Conferencing
Term 3: 6 July 2021 (Tuesday)
Register on OPAL2.0 using the code: 13480
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39#Literature for the #SocialMedia Generation
Lower Secondary Literature teachers always have to ensure lessons are relatable and
relevant, especially when the subject is a new one at the secondary level. ‘#Literature
for the #SocialMedia Generation’ explores the use of tools popularised by various
social media platforms in the teaching of both skills and content in Literature. Tapping
on students’ prior knowledge in this way, removes apprehension at the face of the
unfamiliar, and allows them to be more independent and confident learners.
Participants will take away ideas on how these methods can be adapted to teaching
various Literature texts.
Mode of Delivery: Face-to-face
Term 3: 19 August 2021 (Thursday)
Register on OPAL2.0 using the code: 13555
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40Food and Nutrition
Differentiated Instruction in the Topic of Food Sustainability
Food sustainability may be a new topic in the Nutrition and Food Science syllabus, but
many Singaporeans are already doing their part in their daily lives—from reducing food
waste to growing their own mini fruit garden. Through the use of differentiated
instruction, students could choose their preferred mode of presentation to showcase
their real-life experiences on food sustainability. The lessons are crafted in a way that
they may be conducted either in physical classrooms or online during HBL. Participants
will bring home ideas on how they could adapt the lesson resources for their teaching
on food sustainability and see the many interesting products which our students have
come up with!
Mode of Delivery: Online via Video Conferencing
Term 3: 30 July 2021 (Friday)
Register on OPAL2.0 using the code: 80185
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41Geography
Empowering Students in GI through Virtual Reality Technology
Full Home-based Learning has seen a move towards teachers leveraging VR (Virtual
Reality) and 360-videos to conduct field trips for immersive experiences. However,
students remain largely passive VR content viewers. This workshop encourages a move
towards more student-centric teaching and learning by introducing ICT tools that
empower students to create and present their work in GI through 360 data and 3D
modelling software. These ICT tools may be used at different stages of the GI to
develop students’ critical thinking skills and stimulate creativity. It will show how the
use of VR technology can be adopted to increase levels of motivation and engagement
among students as they become more self-directed learners.
Mode of Delivery: Online via Video Conferencing
Term 1: 23 February 2021 (Tuesday)
Register on OPAL2.0 using the code: 21974
42Geography Enquiry using E-maps and Rigour/Relevance Framework
This workshop will focus on the use of e-maps (in particular, Intensification of Global
Food Production) to promote Geographical Inquiry. Embedded in this inquiry approach
is the use of the Rigor/Relevance Framework by Dr W.R. Daggett where teachers can
scaffold questions using the action-oriented continuum, facilitate inquiry, and provide
opportunity for students to articulate the different levels of thinking (Revised Bloom’s
Taxonomy) and performance in varying contexts, as shown in the e-maps. The session
will focus on how teachers can develop instruction and assessment to achieve the
inquiry and collaborative learning outcomes. Participants will also have an opportunity
to use the action-oriented continuum to design questions to promote inquiry and how
they can facilitate discussions with their students. Lesson resources will be shared, and
students' responses will be used to showcase evidence of levels of thinking.
Opportunities and challenges on the use of the R/R Framework will also be discussed.
Mode of Delivery: e-learning
Term 2: Starting mid-April 2021 onwards
Register on OPAL2.0 using the code: 21982
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Dialogic Pedagogy in the Classroom: Talk Moves
Traditional classroom practices have limited students’ involvement in effective
dialogue to deepen reasoning and critical thinking. How can we reduce compulsive
communication from the teacher and encourage the culture of classroom talk by
students?
Mode of Delivery: Online via Video Conferencing
Term 2: 27 April 2021 (Tuesday)
Register on OPAL2.0 using the code: 21972
43You can also read
