Fs2 11-16

Here are some strategies, activities, and learning resources for each stage of a lesson:

**1. Gaining Attention:**

* **Strategies:** Start with a surprising question, a short video, a quick game, or a real-life example
related to the topic.

* **Activities:** "What if..." questions, a quick poll, a "think-pair-share" activity, a short video clip.

* **Learning Resources:** Engaging videos, interactive polls, short games, real-life examples.

**2. Inform Learning Objectives:**

* **Strategies:** Clearly state what students will be able to do by the end of the lesson. Use simple
language and visuals.

* **Activities:** Write learning objectives on the board, create a "learning target" poster, have
students write down the objectives in their notebooks.

* **Learning Resources:** Whiteboard, posters, handouts, learning target cards.

**3. Stimulate Recall of Prior Learning:**

* **Strategies:** Connect the new lesson to what students already know. Use review questions,
quick quizzes, or brainstorming activities.

* **Activities:** "What do you already know about..." questions, a quick quiz, a "KWL" chart (What I
Know, What I Want to Know, What I Learned).

* **Learning Resources:** Whiteboard, quizzes, KWL chart templates.

**4. Present the Content:**

* **Strategies:** Use a variety of methods to present information: lectures, demonstrations,

discussions, group work, videos, games.

* **Activities:** Lectures, demonstrations, group discussions, group projects, interactive games,

videos, simulations.

* **Learning Resources:** Textbooks, presentations, videos, games, simulations, online resources.

**5. Provide Learning Guides:**

* **Strategies:** Make sure students understand the material. Provide clear explanations,
examples, and practice opportunities.

* **Activities:** Guided practice, worksheets, group work, peer tutoring, concept maps.

* **Learning Resources:** Workbooks, worksheets, practice problems, concept maps, online

tutorials.

**6. Elicit Performance:**

* **Strategies:** Give students opportunities to show what they know. Use a variety of assessment
methods.

* **Activities:** Class discussions, presentations, group projects, debates, role-playing, quizzes,

tests.

* **Learning Resources:** Assessment rubrics, project guidelines, presentation templates, online

quizzes.

**7. Provide Feedback:**

* **Strategies:** Give students specific and constructive feedback. Use both written and verbal
feedback.

* **Activities:** Individual feedback conferences, peer feedback, self-assessment, written feedback

on assignments.

* **Learning Resources:** Feedback forms, rubrics, self-assessment checklists.

**8. Assess Performance:**

* **Strategies:** Use a variety of assessment methods to measure student learning.

* **Activities:** Formative assessments (quizzes, exit tickets), summative assessments (tests,

projects), performance-based assessments (presentations, debates).

* **Learning Resources:** Tests, quizzes, projects, rubrics, performance assessment guidelines.

**9. Enhance Retention:**

* **Strategies:** Help students remember what they learned. Use review activities, spaced practice,
and real-world applications.

* **Activities:** Review games, study guides, concept maps, real-world problem-solving activities,
projects that connect to real life.

* **Learning Resources:** Study guides, flashcards, concept maps, real-world case studies, online
resources.

Here are three sources that address the challenge of engaging students in online learning
environments, along with key points from each:

**1. Resource:** Five Ways to Engage Students in an Online Learning Environment | Faculty Focus
[[1]](https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-
instruction/five-ways-to-engage-students-in-an-online-learning-environment/)

**Key Points:**

* **Frequent prompts and questioning:** Research highlights the importance of teacher-directed

prompts and questions to keep students actively engaged. Aim for approximately 3.5 prompts per
minute.

* **Variety of engagement strategies:** Incorporate diverse methods for student interaction with
the material, including individual, small group, and large group participation.

* **Interactive online tools:** Utilize platforms like Voki, Powtoon, and Storybird for animated
responses, allowing students to express their understanding creatively.

* **Cooperative learning:** Promote collaboration through strategies like Think-Pair-Share, Jigsaw,

and flexible grouping, using platforms like Edublogs, Weebly, Zoom breakout rooms, or shared
Google documents.

**2. Resource:** 5 Resources for Building Student Engagement in Online Learning

[[3]](https://www.panoramaed.com/blog/resources-building-student-engagement-in-online-
learning-free-templates-and-activities)

**Key Points:**
* **Mindsets for online communication:** Emphasize asset-based, equity-centered, and
community-driven approaches to communication and collaboration in online learning.

* **Virtual "Bitmoji Classrooms":** Create engaging virtual spaces for students to interact with
assignments, resources, and online games.

* **Culture Boxes Activity:** Promote social awareness and relationship skills by having students
create "culture boxes" representing their heritage and share them virtually.

* **Virtual Community Supports Map:** Use Google Maps to create a virtual map of community
resources, fostering collaboration and real-world connections.

**3. Resource:** Engaging Students Online - Teaching Resources

[[4]](https://carleton.ca/tls/teachingresources/teaching-online/engaging-students-online/)

**Key Points:**

* **Factors influencing student engagement:** External factors (financial needs, childcare) and
internal factors (program clarity, self-esteem, social integration) can affect student engagement.

* **Strategies for online engagement:** Clearly set expectations, provide personalized

introductions, encourage personal interactions, and actively seek student feedback.

* **Facilitating effective online discussions:** Acknowledge first responses, foster a welcoming

environment, respond to unanswered comments, model productive participation, and encourage
student-to-student interaction.

* **Presence in online learning:** Establish social, psychological, and emotional presence through
technology choices, instructional strategies, and instructor interaction.

Here are the paraphrased answers, using simple words:

**1. Theories/Principles:**

* **Learning Theories:** The problem of engaging students in online learning can be understood
using ideas about how people learn best. This includes things like:

* **Constructivism:** Students build their own understanding by actively participating.

* **Social Learning Theory:** Learning happens through interaction with others.

 * **Motivation Theory:** Students are more engaged when they feel a sense of purpose and
achievement.

**2. Effective Teacher Concepts:**

* **Individualized Learning:** Good teachers recognize that students learn differently. They use a
variety of resources to help each student succeed.

* **Engagement:** Good teachers make learning fun and interesting. They use activities that get
students involved.

**3. Goal/Change:**

* **Meeting Individual Needs:** The goal is to use the right tools and resources to help each
student learn, no matter their background, age, or learning style.

**4. Strategies/Solutions:**

* **Variety:** Use different teaching methods, like games, videos, discussions, and projects.

* **Flexibility:** Be willing to change your plans based on what students need.

* **Collaboration:** Work with students and parents to find ways to support learning.

**5. Action Research Title:**

* **Meeting Students' Needs with the Right Tools:** This title focuses on the idea of using the best
resources to help each student succeed.

1. C 2. D 3. B 4. A 5. B

## Apps for Teaching and Learning: Exploring the Pedagogy Wheel

Here's a table with the apps you already know, along with five new ones I've found based on the
Pedagogy Wheel:

| App | Description | Pedagogy Wheel Category | How to Use in Teaching-Learning |

|---|---|---|---|

| **Canva** | Graphic design tool for creating presentations, posters, social media graphics, and
more. | **Creating** | * Design engaging visuals for presentations and lessons. * Create interactive
activities and worksheets. * Help students design projects and presentations. * Develop class
branding and visual identity. |

| **YouTube** | Video-sharing platform | **Remembering, Understanding, Applying, Analyzing,

Evaluating, Creating** | * Show educational videos to introduce concepts. * Have students create
their own videos to demonstrate learning. * Use video clips to spark discussion and debate. * Find
tutorials and demonstrations on various topics. |

| **TikTok** | Short-form video creation and sharing platform | **Creating, Communicating,

Collaborating** | * Have students create short videos explaining concepts. * Use TikTok challenges
to engage students in learning. * Encourage students to share their learning experiences. * Explore
educational content created by other users. |

| **PowerPoint** | Presentation software | **Remembering, Understanding, Applying, Analyzing,

Evaluating, Creating** | * Create engaging presentations with visuals and animations. * Use
PowerPoint for interactive quizzes and games. * Have students create their own presentations to
demonstrate learning. * Incorporate multimedia elements like videos and audio. |

| **Facebook** | Social networking platform | **Communicating, Collaborating** | * Create a

closed group for your class to share information and resources. * Use Facebook Live to deliver
lessons or host Q&A sessions. * Encourage students to participate in discussions and share their
work. |

| **Quizizz** | Interactive quizzing platform | **Remembering, Understanding, Applying, Analyzing,

Evaluating** | * Create engaging quizzes and games to assess student understanding. * Use Quizizz
for formative assessment and review. * Allow students to compete against each other or work
collaboratively. |

| **Blooket** | Interactive game-based learning platform | **Remembering, Understanding,

Applying, Analyzing, Evaluating, Creating** | * Use Blooket to review concepts in a fun and engaging
way. * Create custom games based on your curriculum. * Encourage collaboration and teamwork
through Blooket's multiplayer games. |

| **Kahoot!** | Game-based learning platform | **Remembering, Understanding, Applying,

Analyzing, Evaluating** | * Create interactive quizzes and games to review concepts. * Use Kahoot!
for formative assessment and class participation. * Encourage students to compete against each
other or work in teams. |

| **Edpuzzle** | Video-based learning platform | **Remembering, Understanding, Applying,

Analyzing, Evaluating** | * Embed questions and interactive elements into educational videos. *
Track student progress and engagement with videos. * Use Edpuzzle to personalize learning and
differentiate instruction. |
| **Nearpod** | Interactive lesson platform | **Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating** | * Create interactive lessons with videos, quizzes, polls, and other activities. *
Use Nearpod to deliver engaging and interactive content to students. * Track student progress and
provide real-time feedback. |

Here's a breakdown of how you can use Canva, Kahoot!, and Google Classroom in your lesson, along
with an explanation of why these apps were chosen based on the five criteria:

**1. Canva**

* **Purpose:** Canva is a visual design tool that allows you to create engaging presentations,
posters, worksheets, and other visuals for your lessons.

* **How to Use:**

* **Create visually appealing presentations:** Instead of using traditional PowerPoint, use Canva
to design presentations with eye-catching graphics, templates, and fonts.

* **Design interactive worksheets and activities:** Create engaging worksheets and activities that
use visuals to make learning more interactive.

* **Help students create projects:** Encourage students to use Canva to design their own
projects, presentations, or even digital stories.

* **Why Canva?**

* **Developmental Appropriateness:** Canva is user-friendly and visually appealing, making it

suitable for students of all ages.

* **Motivation:** Canva's creative tools and vast library of templates can motivate students to
express themselves visually and engage in the learning process.

* **Instructional Design:** Canva allows you to create visually engaging and interactive lessons
that support different learning styles.

* **Engagement:** The visual nature of Canva can increase student engagement and make
learning more enjoyable.

* **Accessibility:** Canva is available on multiple platforms (web, mobile) and has a free version,
making it accessible to most students.

**2. Kahoot!**

* **Purpose:** Kahoot! is a game-based learning platform that allows you to create interactive
quizzes and games for review and assessment.
* **How to Use:**

* **Review concepts:** Create Kahoot! quizzes to review key concepts from your lesson in a fun
and engaging way.

* **Formative assessment:** Use Kahoot! to quickly assess student understanding and identify
areas that need further review.

* **Promote collaboration:** Have students play Kahoot! in teams to encourage collaboration

and teamwork.

* **Why Kahoot!?**

* **Developmental Appropriateness:** Kahoot! is designed for all ages and can be adapted to
different grade levels.

* **Motivation:** The game-like format of Kahoot! can motivate students to participate actively
and learn through friendly competition.

* **Instructional Design:** Kahoot! allows you to create interactive quizzes and games that
reinforce learning objectives.

* **Engagement:** The gamified nature of Kahoot! can increase student engagement and make
learning more enjoyable.

* **Accessibility:** Kahoot! is available on multiple platforms (web, mobile) and has a free
version, making it accessible to most students.

**3. Google Classroom**

* **Purpose:** Google Classroom is a learning management system (LMS) that allows you to
organize assignments, communicate with students, and provide feedback.

* **How to Use:**

* **Post assignments:** Create and assign homework, projects, and other activities through
Google Classroom.

* **Communicate with students:** Use Google Classroom to send announcements, share

resources, and provide feedback on assignments.

* **Track student progress:** Google Classroom allows you to monitor student progress and
identify areas that need support.

* **Why Google Classroom?**

* **Developmental Appropriateness:** Google Classroom is user-friendly and accessible to

students of all ages.

* **Motivation:** Google Classroom can motivate students to stay organized, complete

assignments, and participate in online discussions.
 * **Instructional Design:** Google Classroom provides a structured platform for organizing and
delivering lessons.

* **Engagement:** Google Classroom can enhance student engagement by providing a central

hub for learning activities and communication.

* **Accessibility:** Google Classroom is free to use and accessible on multiple platforms (web,
mobile), making it a convenient and accessible tool.

**In Summary:**

Canva, Kahoot!, and Google Classroom are all valuable tools that can be used to enhance teaching
and learning in a variety of ways. By incorporating these apps into your lessons, you can create a
more engaging, interactive, and accessible learning experience for your students.

The previous answer connects to what you know about selecting and using apps by emphasizing a
key idea: **choosing apps based on specific learning goals and student needs.**

Here's how the answer reinforces this concept:

* **Purpose-Driven Selection:** The explanation for each app (Canva, Kahoot!, Google Classroom)
clearly outlines its *purpose* in the learning process. This helps you understand how each app
contributes to specific learning objectives.

* **Alignment with Criteria:** The five criteria (developmental appropriateness, motivation,

instructional design, engagement, accessibility) are used to *justify* the selection of each app. This
means you're not just choosing apps because they're popular, but because they meet specific criteria
that are important for effective learning.

* **Targeted Use:** The examples of how to use each app are *specific* to the app's purpose. This
shows how the apps can be integrated into your lesson plan in a meaningful way, rather than just
being used for the sake of using technology.

**Connecting to Your Knowledge:**

This answer helps you connect your existing knowledge about selecting and using apps by:
* **Providing a framework:** The five criteria act as a framework for evaluating apps and making
informed decisions.

* **Offering specific examples:** The detailed explanations for each app provide concrete examples
of how to use them effectively in the classroom.

* **Encouraging reflection:** The answer encourages you to think about the *why* behind your app
choices, ensuring they are aligned with your teaching goals and students' needs.

**In essence, the answer helps you move beyond simply knowing about apps to understanding how
to *strategically select and use* them to enhance learning.**

Here's a narrative of using Canva, Kahoot!, and Google Classroom in a lesson, along with reflections
on what worked well, areas for improvement, and how it connects to app selection:

**Lesson: Exploring the Solar System**

**1. Canva: Creating a Solar System Poster**

* **How We Used It:** The teacher started by showing us a stunning Canva poster of the solar
system. It had vibrant colors, accurate information about each planet, and even included a fun fact
about each one. Then, we were divided into groups and given a specific planet to research. Each
group used Canva to create a poster with information about their assigned planet, including its size,
distance from the sun, interesting features, and any moons.

* **What Worked Well:** Canva made it easy to create visually appealing posters, even for students
who weren't experienced with design software. The teacher provided templates and guidance, which
helped us stay focused and organized.

* **Areas for Improvement:** Some groups struggled to find accurate information about their
planets. The teacher could have provided a list of reliable websites or resources beforehand.

* **What I Would Change:** I would have encouraged more collaboration within each group,
ensuring everyone contributed to the poster design and research.

* **Connecting to App Selection:** Canva's visual appeal and ease of use made it a great choice for
this activity. It helped us learn about the solar system in a creative and engaging way.

**2. Kahoot!: Solar System Quiz**

* **How We Used It:** After completing the posters, the teacher launched a Kahoot! quiz about the
solar system. The quiz was fun and fast-paced, with questions about the planets, their order, and
interesting facts. We competed against each other as individuals and groups.

* **What Worked Well:** Kahoot! was a great way to review the information we had learned. It was
exciting and kept us engaged. The teacher used different question types, which made the quiz more
challenging and interesting.

* **Areas for Improvement:** Some questions were too difficult, and a few students felt
discouraged. The teacher could have adjusted the difficulty level based on student understanding.

* **What I Would Change:** I would have suggested that the teacher include more images and
visuals in the Kahoot! questions to make them more engaging.

* **Connecting to App Selection:** Kahoot! was a perfect choice for reviewing the solar system
concepts. Its gamified approach made learning fun and helped us retain the information.

**3. Google Classroom: Sharing and Reflecting**

* **How We Used It:** After the Kahoot! quiz, we used Google Classroom to share our posters with
the class. The teacher provided instructions on how to upload our posters and write a short
reflection on what we learned.

* **What Worked Well:** Google Classroom made it easy to share our work and receive feedback
from the teacher. It also allowed us to see each other's posters and learn from each other.

* **Areas for Improvement:** The teacher could have provided more specific feedback on our
posters and reflections.

* **What I Would Change:** I would have encouraged students to leave comments on each other's
posters, promoting peer feedback and discussion.

* **Connecting to App Selection:** Google Classroom was a valuable tool for organizing and sharing
our work. It helped us stay connected and collaborate beyond the classroom.

**Overall Reflection:**

This lesson showed how Canva, Kahoot!, and Google Classroom can be used effectively to enhance
learning. The apps were chosen based on their ability to engage students, provide opportunities for
creativity and collaboration, and support different learning styles. The lesson also highlighted the
importance of selecting apps that are developmentally appropriate and accessible to all students.

The experience helped me understand that selecting and using apps is not just about using
technology for the sake of using it. It's about thoughtfully choosing tools that align with learning
goals and student needs. By doing so, we can create more engaging and effective learning
experiences for all.

Here are the paraphrased answers, using simple words:

**1. How Ready Am I?**

* **You feel ready!** You've learned how to use many educational apps and are comfortable with
technology. You're part of a generation that uses technology all the time.

**2. What Do I Still Need to Learn?**

* **Plan ahead:** Think about what you want students to learn and how the apps will help them.

* **Make it work for everyone:** Be ready to change things up if an app isn't working for some
students.

* **Keep things organized:** Have a system for passwords and login information.

* **Watch out for tricky stuff:** Be aware of apps that might try to make you spend money.

* **Learn from the experts:** Look for advice on how to use apps in the best way possible.

**3. How Can I Learn More?**

* **Just try it!** Start using the apps and see how they work.

* **Watch videos:** Find videos that show you how to use the apps.

* **Read the instructions:** Look at the app's manual to learn more.

* **Go to workshops:** Attend classes or meetings about using educational apps.

Page 117 observe

Canva, Kahoot!, and Google Classroom can be hard to learn, especially for beginners. Sometimes,
these apps don't work well together, causing problems. Finding the right tools and teaching others
how to use them can also be difficult.

Here are three sources that discuss the challenges and areas of improvement when using apps like
Canva, Kahoot!, and Google Classroom:

**1. Overwhelmed by Apps, Districts Urged to Reduce Redundancies - Market Brief**

[[2]](https://marketbrief.edweek.org/marketplace-k-12/overwhelmed-apps-districts-urged-reduce-
redundancies/)

* **Topic:** The rapid increase in educational apps, leading to redundancy and potential security
risks.

* **Key Points:** Districts often have more than 2,000 apps in use, but only a small percentage are
actually used regularly. This redundancy wastes resources and creates confusion for teachers and
administrators. The report also highlights the importance of security and data privacy concerns with
so many apps in use.

**2. The Challenges of Using Kahoot! in Teaching and Learning in Higher Education – A Systematic
Review** [[3]](https://dl.acm.org/doi/10.1145/3568739.3568753)

* **Topic:** Challenges of using Kahoot! in higher education.

* **Key Points:** Students face technical issues like internet connectivity and lack of tech skills,
while teachers struggle with designing effective Kahoot! materials and managing time constraints.
The study also notes that the platform's features can negatively impact student interest and
motivation.

**3. It’s time to stop using Kahoot as a whole class review tool.** [[4]](https://medium.com/human-
restoration-project/its-time-to-stop-using-kahoot-as-a-whole-class-review-tool-a894fdf0507b)

* **Topic:** The limitations of Kahoot! as a whole-class review tool.

* **Key Points:** Kahoot! is criticized for its focus on quick recall and multiple-choice questions,
which may not be effective for deeper learning. The author argues that Kahoot! can be demotivating
for students who struggle and reinforces a false equivalency between knowledge and memorization.
The article recommends alternative approaches like cooperative learning and project-based learning.
_

The problem of integrating and effectively using apps like Canva, Kahoot!, and Google Classroom can
be anchored in theories of **technology integration**, **constructivism**, and **universal design
for learning**. Technology integration emphasizes the need for thoughtful and purposeful use of
technology in education, while constructivism highlights the importance of active learning and
student-centered approaches. Universal design for learning focuses on creating accessible and
inclusive learning environments that cater to diverse learner needs.

I hope to achieve improved teacher and student experiences through more effective technology
integration, leading to enhanced learning outcomes.

My strategies will involve researching and implementing better app integration strategies, providing
targeted training, and creating accessible learning materials based on principles of universal design
for learning.

Improving Technology Integration in Education: A Study of Canva, Kahoot!, and Google Classroom.

Google Classroom has things like assignments, announcements, and class discussions. I helped with
posting assignments, answering student questions in discussions, and giving feedback on submitted
work.

1. Google Classroom's user-friendly structure centers around individual courses, each

containing sections for announcements (Stream), assignments (Classwork), student lists
(People), grades, and course information (About). This organization facilitated easy
navigation and access to necessary information.

2. The teacher used videos, readings, and online activities. Activities built
on each other to help students understand. The teacher gave feedback and
helped students individually.

3. Helping was easy because Google Classroom is simple to use. I could

easily see student progress. It was rewarding to support both the teacher
and the students.

**ANALYZE**
1. Google Classroom's organization and easy-to-use features were best.
Students could easily find assignments and materials. This clear structure
helped students stay on track.

2. The teacher used Classwork for assignments and Stream for

announcements. Activities were posted in Classwork, making them easy to
access. This kept everyone informed and organized.

3. The teacher's use of Google Classroom showed good TPACK.

Technology helped her teach effectively. The LMS supported her teaching
style and student learning.

1. 4. Some students had trouble with technology. Internet problems

sometimes caused delays. Better tutorials and technical support
would improve the LMS.\

1. I'm quite ready to organize and use an LMS. I understand the basic functions and organization. I'm
confident in my ability to learn more advanced features.

2. **Content:** I can create various learning materials. I know how to organize information clearly. I
can adapt content for different learning styles. **Pedagogical:** I understand different teaching
methods. I can design engaging activities. I know how to give helpful feedback. **Technological:**
I'm familiar with online tools. I can troubleshoot basic tech issues. I can use various digital resources.

2. I need to learn more advanced features of specific LMS platforms. I want to improve my
skills in creating interactive activities. I could also benefit from more training on accessibility
features.

The biggest problem was inconsistent internet access for some students. This sometimes prevented
them from completing assignments or participating in class. Technical difficulties with the LMS itself
also occasionally caused frustration.

_
_

Here are three sources that discuss the challenges of inconsistent internet access and technical
difficulties in using LMS:

**1. FS 2 Learning Episode 14: Utilizing Learning Management System**

[[1]](https://www.studocu.com/row/document/san-beda-university/basic-legal-ethics/fs-2-learning-
episode-14/40129282)

* **Topic:** Challenges of using LMS during a pandemic.

* **Key Points:** The author notes that many students lack familiarity with using LMS platforms,
making it a significant challenge during online learning. The document also mentions the importance
of technical support and training for both students and teachers.

**2. Top 10 LMS Challenges - How to Overcome them in 2024** [[2]](https://disprz.ai/blog/how-to-

overcome-lms-challenges?hs_amp=true)

* **Topic:** Challenges of managing and using LMS.

* **Key Points:** This article highlights technical issues as a common challenge for LMS users. It
emphasizes the importance of robust technical infrastructure, regular maintenance, and proactive
monitoring to minimize disruptions and ensure smooth operations.

**3. 10 Common Challenges of LMS Management (And How To Overcome Them)**

[[3]](https://medium.com/@proseditorpros/10-common-challenges-of-lms-management-and-how-
to-overcome-them-70bf543fb951)

* **Topic:** Common challenges of LMS management.

* **Key Points:** This article discusses the challenge of technological hurdles, including complex
setup, technical glitches, and poor integration with other systems. It recommends opting for user-
friendly LMS platforms, having strong IT support, and conducting thorough testing before full LMS
rollout.

These sources highlight the importance of addressing technical challenges and ensuring accessibility
for all users in order to maximize the effectiveness of LMS platforms.

_
Universal Design for Learning emphasizes creating inclusive learning experiences that cater to diverse
learners and their needs. This includes addressing accessibility issues, providing alternative formats
for information, and ensuring that technology is a tool for all, regardless of their technical
proficiency.

REFLECT

1. I hope to address the issue of inconsistent internet access and technical difficulties hindering
effective LMS use. I want to achieve a more equitable and accessible online learning environment for
all students.

PLAN

2. To improve the situation, I would implement strategies such as: providing reliable internet access
to students lacking it (e.g., through partnerships with local providers or providing mobile hotspots),
offering comprehensive technical support and training, ensuring the LMS is user-friendly and
accessible, and developing alternative learning materials for students with limited internet access
(e.g., offline resources).

ACT

3. Bridging the Digital Divide in Online Learning: Enhancing LMS Accessibility and Equity.

Virtual backgrounds created a professional atmosphere; the microphone mute feature minimized
disruptions; the teacher kept her camera on for engagement while observers kept theirs off; screen
sharing facilitated presentations and video viewing; reaction buttons provided non-disruptive
feedback; polling in Messenger enabled quick feedback from students; recordings allowed absent
students to catch up on lessons; and although spotlight wasn't used, different view options weren't
available.
_

2. The teacher used a variety of engaging activities like videos and games to teach. These activities
were designed to appeal to different learning styles, and students actively participated and
cooperated.

3. Assisting in the online classes was a great learning experience, despite some stressful moments. It
was rewarding to see how the teacher's methods kept students engaged and helped them learn.

**ANALYZE**

1. Screen sharing and the chatbox were Google Meet's best features. Screen sharing helped
students follow along with presentations, while the chatbox allowed for quick communication.

2. The teacher effectively used Google Meet to create a strong teaching presence by clearly
presenting material and giving feedback. She built social presence by encouraging student
interaction and sharing personal experiences. The teacher fostered cognitive presence by
using engaging activities and prompting discussion.

3. Technical problems, like poor internet or computer skills, were major challenges. These problems
made it hard for both teachers and students to learn effectively, requiring extra time and effort.
Better technology, planning, and communication could improve online classes.

**REFLECT**

1. I feel very prepared to teach online, although some challenges might arise. I'm confident in my
tech skills and feel ready to handle the demands of online teaching.

3. To improve teaching presence, I'd use online forums and chats, requiring active participation.
For social presence, I would encourage introductions and communication, building a
welcoming online community. To boost cognitive presence, I'd use interactive tools and
group discussions to encourage deeper thinking and collaboration.
4. To improve, I need to learn how to create shorter videos and plan engaging activities that
encourage collaboration. I also need to learn how to use an LMS effectively to manage
different learning resources and communicate with parents.

_
Technical issues, slow internet, and inconsistent student participation were problems during
synchronous online classes.

_
Here are three sources I've read about the challenges of technical difficulties, slow internet,
and inconsistent student participation in synchronous online learning:

1. **Addressing Technical Difficulties in Online Synchronous Classes – Faculty Learning

Hub** [[5]](https://tlconestoga.ca/technical-difficulties-online-meetings/)
This article provides practical advice for handling technical issues during online classes,
including steps to take when experiencing connectivity problems, how to troubleshoot
common issues, and how to communicate with students during disruptions. It emphasizes
staying calm, checking in with students, and providing alternative activities while resolving
the problem.

2. **Problems and issues - SYNCHRONOUS DISTANCE EDUCATION AND ELT**

[[4]](https://syncinedu.weebly.com/problems-and-issues.html)
This resource focuses on the challenges of synchronous distance education, particularly in
the context of English language teaching. It highlights technical issues like microphone
malfunctions, lagging internet connections, and poor student equipment as common
problems. The article also mentions challenges related to student interaction, such as
linguistic variations and turn-taking difficulties.

3. **Synchronous video-based communication and online learning: an exploration of

instructors’ perceptions and experiences - PMC**
[[2]](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9607789/)
This academic research article explores instructors' perceptions of using synchronous
communication technology in online courses. While it doesn't directly address technical
difficulties, it highlights the importance of intentional facilitation during synchronous
sessions to ensure productive and meaningful interaction. It also suggests that synchronous
sessions can contribute to community building but are not a guaranteed solution for
developing a sense of community in online courses.

_
These problems can be anchored in the theory of the Digital Divide and the principles of
Universal Design for Learning. The Digital Divide highlights the unequal access to technology,
while Universal Design for Learning emphasizes creating inclusive learning experiences for
everyone.

_
REFLECT

I want to improve how well students use video conferencing apps. My goal is to make online
learning easier for everyone, especially those with poor internet.

PLAN

My action research title will be: "Improving Google Meet for Better Online Learning."
ACT

I'll research and talk to teachers to find ways to make Google Meet better. I'll also get ideas
from other educators and use existing research to help me.

_
**ANALYZE**

• Yes, formative assessment tasks helped students learn what they were expected to master.
These tasks provided feedback that guided their understanding and improvement.

• Students generally responded positively to formative assessments because they felt more
engaged and aware of their progress. However, some students may have felt overwhelmed
by the expectations.

• Conducting formative assessments and self-assessments positively impacted students'

learning outcomes by allowing them to identify their strengths and weaknesses. This helped
them focus on areas needing improvement.

• When students assessed their progress, it boosted their motivation to learn. They felt a
sense of ownership over their learning and could see their growth.

**REFLECT**

Without formative assessments or self-assessments, students would likely struggle to

understand their progress. This could lead to confusion about what they need to learn and
hinder their overall success.

**WRITE ACTION RESEARCH PROMPTS**

1. One thing that went well in the development/use/administration of formative assessment

tasks is that students received timely feedback, which helped them improve.

2. One thing that did not go very well in the development/use/administration of formative
assessment tasks is that some students did not take the assessments seriously.

3. One good thing observed in students’ self-assessment is that they became more aware of
their learning goals and progress.

4. One thing in students’ self-assessment that needs improvement is encouraging them to

reflect more deeply on their strengths and areas for growth.

**Reflect**
1. The formative assessment activities went well because students engaged actively and
provided useful feedback.

2. The formative assessment activities process did not go well because some students
struggled to understand the criteria for success.

3. For the students, self-assessment worked because it helped them take responsibility for
their learning and identify areas for improvement.

4. For the students, self-assessment did not work well because some students were unsure
how to evaluate themselves accurately.

**ACT**

1. To ensure that formative and self-assessment processes help students learn, I will learn
from others' best practices by researching effective assessment strategies.

**PLAN**

1. To help improve formative and self-assessment practices, I plan to conduct action research
on how to create more engaging and meaningful assessment activities.