# data[].attributes.body
What specific things did Ms Moloi do to get the learners to be cognitively, behaviorally and emotionally active?

# data[].attributes.body
What specific things did Ms Moloi do to make the learning intentional?

# data[].attributes.body
What specific things did Ms Moloi do to get the learners to engage in sense-making (to make the learning constructive)?

# data[].attributes.body
Ms Moloi's lesson: How could you convert this kind of lesson to an online lesson where learning is active, intentional and constructive?

# data[].attributes.body
What specific things did Mr Potsane do to get the learners to be cogntively, behaviourally and emotionally active?

# data[].attributes.body
What specific things did Mr Potsane do to make the learning intentional?

# data[].attributes.body
What specific things did Mr Potsane do to get the learners to engage in sense-making (to make the learning constructive)?

# data[].attributes.body
Mr Potsane's lesson: How could you convert this kind of lesson to an online lesson where learning is active, intentional and constructive?

# data[].attributes.body
Mrs Moloi gets her learners actively involved by asking them questions to test their knowledge that is focused on her outcome for this lesson. She refresh their knowledge by means of feedback from the learners.

She allows the learners to predict and explain their way of thinking by using relevant examples which learners may understand easily and then related those examples to her content. She keeps her learners actively involved through questions and predictions and allows them to give feedback.

She allows them to apply their knowledge by involving all the learners in a practical activity of building circuits .

She also involved a quiz to test what they have learned and also share their answers.

By the end of the lesson, Mrs Moloi revised the content of the lesson by prediction and explain the practical implications of resistors again.

# data[].attributes.body
Mrs Moloi asked questions to the learners that were specific to the lesson. By engaging with them, they were forced to listen and think in order to pay attention.

By allowing them to predict and giving them feedback, she could establish their prior knowledge.

All this was aimed at the practical session of the lesson where the learners could apply their new knowledge and test their predictions.

# data[].attributes.body
Mrs Moloi continually revered to the prior knowledge of learners by linking between real life scenarios and the lesson concept and in that way activated cognitive learning to take place.

By guiding the learners and leading them in a controlled way she gave them the opportunity to actively participate in the learning process through experimentation with real circuits.

By completing a worksheet she test if the learners fully understand the concept of resistors.

# data[].attributes.body
Ms Moloi's lesson: How could you convert this kind of lesson to an online lesson where learning is active, intentional and constructive?

To present this lesson I will break it up into a few sessions:

Session 1: A YouTube introduction video about circuits and their application in real live scenarios.
Session 2: A Powerpoint slideshow to explain the concept of the resistors in a circuit and to explain new knowledge to the learners.
Session 3: A Phet interactive activity to test the application of the learners acquired knowledge.
Session 4: A Google forms self marking test to test if the learner understood the concept.

# data[].attributes.body
Mrs Moloi actively engage learners by asking them questions to check prior knowledge. She guides and helps them to apply knowledge and to make predictions as she continues with the lesson. As she explains the meaning of terms and variables, she applies the analogy together with example to help learners to analyze the information and to predict the outcomes

# data[].attributes.body
Mrs Moloi was aware of the misconceptions the learners have, she helped them to make the connections between the lesson and prior knowledge to clear misconceptions. Learners actively participated in practical investigation so that they could observe, analyse the results, make correct conclusions, justify their predictions, and reason constructively.

# data[].attributes.body
During the lesson Mrs Moloi allows learners to make predictions, and later they performed an experiment. The experiment they performed helped them to compare their predictions to what they observed, and were able to make  correct conclusions. Then they completed the worksheet, to test if they understood the work being done

# data[].attributes.body
To introduce the lesson every learner should complete a base line activity  on Quizlet to check their prior knowledge. The presentation of the lesson would be done by sharing screen of prepared power point slides and you-tube videos through zoom platform, during the presentation learners would be able to interact live with the teacher, the links to  materials presented could be posted to learners via WhatsApp, and they can view the materials often at their convenient time .The practical part of the lesson l would use PhET simulations to show learners how one variable can affect other variables in the electric circuit, and learners would be directed to join breakup rooms to discuss and to complete the worksheet also constructed on Google classroom.

# data[].attributes.body
Behavioural: Mrs Moloi gave her learners an activity where they are hands on and physically doing an activity reflecting back on what Mrs Moloi has taught on the board. Learners where able to reflect and apply (cognitive learning) what they have learned as the teacher was teaching.
Emotionally Mrs Moloi responding and engaging with learners motivated them to work towards achieving the objectives of the lesson. As learners are actively doing the practical activity they seem to be interested and and enjoying themselves because the teacher has provides a great opportunity for them to predict, observe and actively listen.

# data[].attributes.body
Active

Mrs Moloi uses behavioral learning in her lesson whereby learners are physically doing an activity they are hands on as she engages with them and asks questions. Cognitively :Learners think about what they will learn as the teacher makes revision and asks them questions to elicit prior knowledge of the concept.

Emotionally : Mrs Moloi creates an environment that is very conducive for the learners by making an analogy of a horsepipe and linking the lesson to real life events to bring them closer to the lesson. This in turn gives learners a great opportunity to think and be motivated to learning in more depth.

-Mapaseka Komako

# data[].attributes.body
Intentional

Learners were given an opportunity to make predictions and reflect on what they have learned. The teacher intentionally made connections of a thin pipe and a thin resistor to get the attention of learners and also to achieve the objectives of the lesson. This anology led to the practical circuit work she gives them, in order to recall, reflect and apply what they were taught.

# data[].attributes.body
Constructive

Mrs Moloi actively engaged with her learners as she guided them through the experiment learners were able to recall and reflect on the predictions they have made prior the experiment and correct their predictions as they were now applying the knowledge they learned to the practical work.

During the experiment learners are now able to to make sense of lesson and develop understanding of the concepts.
The teacher forced on real life scenarios and linked it with the concepts of the lesson.
For deep learning learners were asked questions.

# data[].attributes.body
Online

# data[].attributes.body
Mrs Moloi ensure that her activity is personally meaningful by connecting the learners with their previous knowledge and experiences. She also welcome the learners opinions and ideas into the flow of the lesson or activity. She encouraged collaborative learning and learners work effectively with each other, their engagement were amplified and as a results, mostly experienced a sense of connection to others during the lesson.
I also liked the way she asked questions, these questions were mostly effective because they helped learners  to meet their goals and have high level of interest and enjoyment in the topic.
Thabo Mosoang

# data[].attributes.body
Mrs Moloi in her lesson, there was a point were she indicated that the answer is not right or wrong, I think she did this intentional to arouse the learner's curiosity. Example of hosepipe was very much relevant and intentionally by Mrs Moloi, this build learners interest. It also shows that there are multiple ways of explaining and representing the concepts, or many ways to explore a problem or phenomenon.
Thabo Mosoang

# data[].attributes.body
Mrs Moloi after her presentation, she engaged learners to the practical part of her lesson. learners work independently in trying to put what they have learned practically. Learners were allowed to experiment and make connection to what they have learn. This moment was very crucial hence Mrs Moloi was making round to facilitated and eradicates some misconceptions. I was impressed by the ease and comfort with which the learners interacted with Mrs Moloi. Constructive learning is based on the belief that learning occurs as learners are actively involved in the process of meaning and knowledge construction rather than passively receiving information.
Thabo Mosoang

# data[].attributes.body
Converting or migrating classroom lesson to online lesson requires planning and adaptation to obtain the best results. Thabo Mosoang

# data[].attributes.body
Active learning is an approach to instruction that involves actively engaging students with the course material through discussions, problem solving, case studies, role plays and other methods.

Ms Moloi started her lesson by reviewing from the previous lesson as this was a revision lesson, the reviewing ensured everyone is on the same page.
There was active engagements between the teacher and the learners at all times.
The analysis part of active learning was exhibited when learners were required to determine or analyse which circuit will have efficient transfer of power and which bulb will be brighter.

Active learning also involve intense and explicit discussions. Ms Moloi posed a question a question, and the learners together with the teacher then discussed the problem actively and discussed why some of the answers were correct.

# data[].attributes.body
Intentional learning is mainly focused on achieving specific learning outcomes. It is naturally question orientated.

The teacher usually think intentionally, they plan with a purpose. Ms Moloi initiated the whole classroom discussion by asking specific and outcome orientated question of which learners learned a lot and discovered new information by engaging the question.

Ms Moloi then organised learners into groups to intentionally and practically work with electric circuits. Small groups ensures that learners are exposed to range of experience of which they learn by being part of the group and exchanging ideas. The practical work that learners did was in line with the main intentional question: Which circuit between A and B has more efficient energy transfer and which one will have a brighter bulb.

# data[].attributes.body
Constructive learning encompasses the fact that true knowledge is constructed by the learners through their own interpretations of the content.

Constructive learning can be easily achieved through constructive engagements. Ms Moloi used questions to invite learners to explore and engage the subject matter.

Ms Moloi is interested in learners opinions and she doesn't use "put-down statements" even when learners were wrong and out of context, she guided them through to correct answers.

Ms Moloi valued all points from learners and were used in knowledge construction and consolidation of prior-knowledge with the newly constructed knowledge. Deep understanding was encouraged when learners were allowed to team up and work together in building or operating an electric circuit. This was possible as Ms Moloi was there to provide a guided exploration, reflection and evaluation.

# data[].attributes.body
Ms Moloi's lesson in an online scenario.
Firstly, i would give learners a simple and basic pre-test on electric circuit in a form of self marking quizzes on google forms.

Secondly, I would provide learners with a PowerPoint presentation explaining all the new concepts including terminology. I would include lot of pictures showing energy source, energy receiver and the bulb together with their functions. The presentation will also look into how electric circuit works and its implications on our daily lives.

Then, i would provide learners with YouTube videos links that are relevant and friendly to their age, grade and understanding. The video will also look at how to build an electric circuit.

Next, I would provide learners with websites such as ''www.circuitlab.com'' which is an online circuit simulator and schematic editor which allows learners to electronically and virtually build their own circuit.

Lastly, I would give learners a post-test through self-marking google form quizzes.

# data[].attributes.body
Ms Moloi has a series of questions that she is asking. She leads the learners step by step. She also uses the learners pre-knowledge and gradually build on that. She let's the learners repeat in chorus, certain terms or concepts. She divides the learners into small groups and she check on each and every group to see if they are handling the apparatus well. She uses examples, the ones the learners are well aware of, for example, hosepipe 'horsepipe'..... She utilizes the chalkboard as her main teaching resource...

2.To present this lesson online... A PowerPoint presentation can be set up, so that the viewers(participants) see... *highlighting as well as the layout of the PowerPoint presentation is also of utmost importance.. The tone of the voice will be varied, to avoid monotony.. Prompting questions will be compiled and asked chronologically... Sufficient pauses to allow the learners to predict and think about the questions or concepts...
*

# data[].attributes.headline
Mrs Moloi class she was teaching on electrical circuits. She leads leaners step by step making practical scenarios  out of classroom for leaners to get the clear picture on how different connections in electrical circuit operates, however leaners were not hands on doing activity physically. instead they are minds were thinking on materials to be used in working with circuits that's cognitive engagement. Intentional was used focused on making sure that at the end of the lesson leaners understand electric circuits. leaners will be only able  to answer the questions if they understand what they were taught.  

# data[].attributes.subject
Mrs Moloi class she was teaching on electrical circuits. She leads leaners step by step making practical scenarios  out of classroom for leaners to get the clear picture on how different connections in electrical circuit operates, however leaners were not hands on doing activity physically. instead they are minds were thinking on materials to be used in working with circuits that's cognitive engagement. Intentional was used focused on making sure that at the end of the lesson leaners understand electric circuits. leaners will be only able  to answer the questions if they understand what they were taught.  

# data[].attributes.body
2. to present the lesson on circuits online i would have recommended PHET leaners will be physically invovled and manipulates variables in PHET simulations and answer questions about it,in that way it will enable learners to to suggest they own opinion and justify they are answers.

# data[].attributes.body
Ms Moloi applies inductive method to challenge learnenrs' pre-existing knowledge about the electrical circuit. She asks questions to test the understanding of the learners regarding the concept and also to lead them to accurate answers. She best performs this using classroom discussion to engage all the learners in the lesson.

Learners are engaged emotionally by creating an environment that allows everyone to be free to accentuate their views freely.

Active involvement becomes evident when Ms Moloi allows her learners to physically experiment the electrical circuit board in their small groups. In the experiment, learners are expected to observe the difference between thin and thick resistor and how they impact on the intensity of the brightness.

TEACHING ONLINE
Link is sent to learners.
Present/render lesson to learners with myself presenting the lesson.
Small visual clip(Visual aid) visual aid is merely used to show illustrations.

# data[].attributes.body
Ms Moloi's aim is to teach her learners about two resistors- how they transport electric currents. Thin resistor transports currents at a lower intensity, while the thicker resistor allows currents to flow at higher intensity, therefore resulting the light bulbs reacting differently.

Ms Moloi has achieved her objective of setting out differences between thin resistor and thick resistor and how they impact the light intensity. Even the learners were exposed to an actual model that would see them being actively hands-on.

TEACHING ONLINE
Google forms
For the purpose of assessment, google forms will be used to answers questions/activities.

# data[].attributes.body
Learners are given practical task after the lesson presentation. Learners seem to enjoy this part of the session simply because they get to experience the concept in actuality. They are fascinated by the results as some did not expect that the theory would be accurate.

TEACHING ONLINE

This would mean that I would personally have to construct an electric circuit all by myself, and recording the whole process on camera. The video would then be uploaded with a purpose of showcasing the outcomes of the theory to the learners. The results would be interesting because the model would have been built by someone that they know and can relate to.

# data[].attributes.body
Dhlamini MG

Constructive learning
Mr. Potsane assist the learners  to be able to think and remember what he taught  them. He does this by assessing them and letting them demonstrate their understanding by writing on  the board and in their classwork books.

Intentional learning:
Mr. Potsane focuses on teaching towards every learner being able to understand and calculate percentages.
He also uses two methods to demonstrates that to the classs.
What he does is reflecting on progress, goals, and ways to change behaviour of the learners towards the topic, percentages so that they will pass at the end of the term.

Online learning:
l will assess let the learners to answer meaningful questions, designed to meet how to calculate percentages online,  using electronic quiz, e.g. using Quizlet. To give the answers they have to read a section of their textbook. They will only be able to answer the questions if they have understood what they have read.

# data[].attributes.body
Dhlamini. Gertrude

Constructive learning

Ms. Moloi verbally asks the learners questions while she write and demonstrates the answers on the board. The learners are motivated by this and eventually are able to think creatively and respond appropriately.

Intentional learning
Mrs. Moloi focuses on teaching every learner to understand the differences between thin and thick resistors.
She positively demonstrates tto the classs.
She is reflecting on progress, goals, and ways to change behaviour of the learners towards the topic, resistors so that they will pass at the end of the term.

Online learning:
l will assess let the learners to answer meaningful questions, designed to meet how to  differentiate between thin and thick resistors online,  using electronic quiz, e.g. using Quizlet. To give the answers they have to read a section of their textbook. They will only be able to answer the questions if they have understood what they have read.

# data[].attributes.body
Mrs. Moloi at the beginning of the lesson asked questions on previous lesson to link the current lesson ,by doing so the learners were able . For example asking the learners if they still remembered the symbol?
> meaning of terms- for example predict-is to think which bulb is going to be brighter?
> Explain- how do you see it is going to be bright?
> Vote- who agrees
> think aloud
> responded, reacted, replied.
from the revision activity.
There was group interaction amongst the learners and Mrs. Moloi.
They observed and actively doing the circuits.
Teacher guided learning and learners also assisted one another .
> Learners recorded and explained worksheet.
> They were to think/react/process

# data[].attributes.body
ACTIVE
Mrs. Moloi at the beginning of the lesson asked questions on previous lesson to link the current lesson ,by doing so the learners were able . For example asking the learners if they still remembered the symbol?
> meaning of terms- for example predict-is to think which bulb is going to be brighter?
> Explain- how do you see it is going to be bright?
> Vote- who agrees
> think aloud
> responded, reacted, replied.
from the revision activity.
There was group interaction amongst the learners and Mrs. Moloi.
They observed and actively doing the circuits.
Teacher guided learning and learners also assisted one another .
> Learners recorded and explained worksheet.
> They were to think/react/process

# data[].attributes.body
constructive

Mr. Potsane assist the learners  to be able to think and remember what he taught  them. He does this by assessing them and letting them demonstrate their understanding by writing on  the board and in their classwork books

# data[].attributes.body
Constructive

Ms. Moloi verbally asks the learners questions while she write and demonstrates the answers on the board. The learners are motivated by this and eventually are able to think creatively and respond appropriately.

# data[].attributes.headline
Ms Moloi's lesson was well guided in that she presented content material to the learners and tested their prior knowledge in a manner that is engaging.        ACTIVE LEARNING Behavioural-Learners were part of the lesson in that they were listening to the teacher-The teacher asked questions and learners were answering -Learners participated in a worksheet and were answering questions based on what they learnt-Learners were given analogies and solved problems on content relating to electric circuits-Learners were also able to touch components of electric circuits and this gives a real feel of the subject                    Cognitive-Other learners in class did not answer the questions immediately when the teacher asked, which indicates that learners are thinking about the answers, but also, learners who were answering took time and paused in between their explanations to ensure they give the best possible answer which is an indication that learners think about what they learnt. Furthermore learners were able to answer questions based on their prior knowledge i.e. giving names of components on a circuit. Learners analysed the circuits  before they answered, which encompasses deep learning. The questions asked by the teacher were relevant and are of various cognitive levels, which will then prepare learners for the worksheet and future examinations and or assignments. All learners participated in that they were voting on answers given by learners, which shows that there are predictions made and those that cannot answer are also participating. Learners enjoy voting.         Emotional-Learners were happy during the lesson when the teacher was teaching  as well as when they were working on the circuit by themselves INTENTIONAL LEARNING-The teacher's intention was clear in that she wanted learners to understand how a circuit operates and to help learners to be able to build a real, working circuit at the end of the lesson as well as to ensure learners can  answer the worksheet at the end of the lesson CONSTRUCTIVE LEARNING-Learners had an opportunity to take the theoretical content taught into practise by  working on a circuit during their practical and engaged with the circuit. The teacher guided the learners and showed them why certain connections were not working on their circuit. Learners were also using their own words when  giving reasons for their predictions.By making predictions, learners are constructing their knowledge and making links within the concept.    ONLINE TEACHING          Use google classroom to make a powerpoint presentation where one can draw the circuit from the onset during a lesson, compare and contrast different circuits based on similarities and differences. Have an activity on circuits in between the lesson by having learners answer questions via Quizlet and also using padlet corkboards to give reasons for their answers. As learners give reasons for their answers, then learners can applaud each other through thumbs up or down via padlets and also commenting on other learner's answers. Infuse the use of PhET simulations to ensure learners can study relationships between variables e.g. the effect increasing resistance on the current in a circuit, have learners make predictions as I continue varying data and task them to record the data on a table and draw graphs. At the end of the entire lesson give an assessment task that will be accessible from a given time and close at a given time to ensure that learners do not copy. Provide timeous feedback to learners on their assessment task            

# data[].attributes.subject
Ms Moloi's lesson was well guided in that she presented content material to the learners and tested their prior knowledge in a manner that is engaging.        ACTIVE LEARNING Behavioural-Learners were part of the lesson in that they were listening to the teacher-The teacher asked questions and learners were answering -Learners participated in a worksheet and were answering questions based on what they learnt-Learners were given analogies and solved problems on content relating to electric circuits-Learners were also able to touch components of electric circuits and this gives a real feel of the subject                    Cognitive-Other learners in class did not answer the questions immediately when the teacher asked, which indicates that learners are thinking about the answers, but also, learners who were answering took time and paused in between their explanations to ensure they give the best possible answer which is an indication that learners think about what they learnt. Furthermore learners were able to answer questions based on their prior knowledge i.e. giving names of components on a circuit. Learners analysed the circuits  before they answered, which encompasses deep learning. The questions asked by the teacher were relevant and are of various cognitive levels, which will then prepare learners for the worksheet and future examinations and or assignments. All learners participated in that they were voting on answers given by learners, which shows that there are predictions made and those that cannot answer are also participating. Learners enjoy voting.         Emotional-Learners were happy during the lesson when the teacher was teaching  as well as when they were working on the circuit by themselves INTENTIONAL LEARNING-The teacher's intention was clear in that she wanted learners to understand how a circuit operates and to help learners to be able to build a real, working circuit at the end of the lesson as well as to ensure learners can  answer the worksheet at the end of the lesson CONSTRUCTIVE LEARNING-Learners had an opportunity to take the theoretical content taught into practise by  working on a circuit during their practical and engaged with the circuit. The teacher guided the learners and showed them why certain connections were not working on their circuit. Learners were also using their own words when  giving reasons for their predictions.By making predictions, learners are constructing their knowledge and making links within the concept.    ONLINE TEACHING          Use google classroom to make a powerpoint presentation where one can draw the circuit from the onset during a lesson, compare and contrast different circuits based on similarities and differences. Have an activity on circuits in between the lesson by having learners answer questions via Quizlet and also using padlet corkboards to give reasons for their answers. As learners give reasons for their answers, then learners can applaud each other through thumbs up or down via padlets and also commenting on other learner's answers. Infuse the use of PhET simulations to ensure learners can study relationships between variables e.g. the effect increasing resistance on the current in a circuit, have learners make predictions as I continue varying data and task them to record the data on a table and draw graphs. At the end of the entire lesson give an assessment task that will be accessible from a given time and close at a given time to ensure that learners do not copy. Provide timeous feedback to learners on their assessment task            

# data[].attributes.body
Cognitively Active
Learners are asked questions involved much of their thinking. The lesson is based on the previous lesson. As a result, the teacher takes them to the new lesson by building on the past lesson. To achieve that much of thinking is involved. During the lesson she presents thoughtful analogies and call on the learners to compare thick and thin passing of current.

Behaviouraly active
Learners are active throughout the lesson. Toward the end of the lesson they are given the opportunity to learn by touching and seeing and doing. The teacher gives them the opportunity to do circuits and observe what happens in relation to the lesson.

Emotionally active

The lesson is based on questions which build on the other. Every time the learner gets something right they feel happy and proud. This also happens at the end of the lesson where learners set circuits. To be able to set one brings satisfaction. To see it light brighter or dimmer brings confirmations to the lesson and learners become happily involved. Jim Mohokare

# data[].attributes.body
The lesson is free from unwanted material. The lesson appears to be continuation of the previous one. The lesson is focused on one aspect. It is coupled with relevant analogies. The lesson has a practical part carefully arranged to confirm the lesson. At the end of the lesson wirksheets are given and learners are engaged in activities to test their understanding.

# data[].attributes.body
Firstly Mrs Moloi arranged her class into groups to make learners engage and work together as a group, this build the learners confidence when answering questions in class. She is also concentrating at all the groups to answer questions to make certain that all the groups are engaged. The learners are also working together to build a circuit that is going to help them understand more on what has being taught.,

# data[].attributes.body
Ms Moloi starts by presenting a situation - she's got two circuits then asks the learners a low-order question "Is it a parallel or a series circuit?".  She goes onto asking a middle-order question by asking "How can you see it is a series circuit?".  Using questioning techniques triggers mental engagement.

The questions are light and easy and so they get it right.  Ms Moloi reiterates and affirms that they have answered correctly, thus increasing their motivation levels to want to further engage in the lesson.

Ms Moloi uses a think-pair-share approach so learners can work together and discuss their thoughts. In the group, learners are seen thinking about the question that has been posed and she gives them enough time to engage with the question and formulate an answer. As learners articulate their thoughts in the group, they are also exposed to other group member's ideas and learning processes and receive valuable peer support from one another in meeting the learning outcomes.

# data[].attributes.body
In Ms Moloi's video it is noted that the learners had the opportunity to make predictions about what would happen to the brightness of the bulb depending on the size of the battery used.

The learners are then goal-driven as they are set out in figuring out  which battery size would cause the bulb to burn dimly or brightly.

Having a goal sets the learners up to ask the teacher and their peers questions, as they answer questions on the worksheet handed out to them as well as when they're busy with the circuit experiment.  Because they have a goal, the learners become intentional about understanding the subject matter in order to achieve the learning outcomes.

Learners also review one another's work to see how the other learner has arrived at the right answer and in this way they are exposed to the other learner's learning process, which in turn motivates the other learner to also keep on going so they can achieve the lesson outcome.

We see the learners apply what they have learned to help make connections between what is on the board and the worksheet plus experiment in front of them.

# data[].attributes.body
Ms Moloi guides learners to formulate their predictions regarding which bucket will fill up quicker between using the thick or thin hosepipe.  She the links that example to the circuits to help construct their understanding regarding which circuit will cause the bulb to burn dimly or brightly.

The learners also had to construct their own circuit, as a way of applying what they have learned from the board and what was discussed in class.

When Ms Moloi used the hosepipe and bucket analogy, she linked new information to the learners' prior knowledge, which made learning meaningful and relational. By doing this, she build a conceptual framework regarding how learners see and interpret the impact of using a thin vs thick battery. By activating what they already know, she was able to introduce and cement new information.

# data[].attributes.body
I would make use of a PowerPoint presentation to teach the theoretical part of the lesson and then use videos to demonstrate the experimental part.  For assessment and evaluation I would use Google Forms to quiz the learners on their understanding of the lesson and use the statistics from the test as feedback to see in which areas learners have good understanding and where I still need to work with them.

# data[].attributes.body
Ms Moloi made the lesson actively by always engaging her learners. She used questions which allowed the learners to think of what they have been taught and furthermore she used questioning that challenged the cognitive levels of the learners.

# data[].attributes.body
Mrs. Moloi did revision at beginning f lesson to link previous lesson and current lesson.
There was thinking aloud.
complete turn taking
responded, reacted, replied.
Pro -con Grid
Meaning of terms for example predict-is to think-which bulb is going to brighter?
explain how do you see it is going to be brighter?
Vote-who agrees.
Mrs. Moloi used group interaction as well.
Observations Mrs. Moloi asked questioned/group activities and actively doing the circuits.
There was record and explaining/worksheet.
Teacher guided learning and learners help one another.

# data[].attributes.body
learners predict the outcome of a lesso  simulation before engaging it it. They explain why they predict this outcome.

# data[].attributes.body
Mrs. Moloi was actively asking questions and the learners were able to participate. Mrs. Moloi used the blackboard for illustrations and explanations.
Changing of the variables.

# data[].attributes.body
Learners were asked to explain whether the bulb was going to be bright.
Application of analogy.
Mrs. Moloi also used an example the learners could relate to,  real examples, such as the hose pipe.
Building of circuits.
Sense making.

# data[].attributes.body
I would use you tube videos/google/invite them to join an online class/give them time to access the lesson/create a link for them to join
Could post activities on google classroom/as well as additional learning material they can use to complete the activities.
Zoom for example share screen.
Share photos and use pictures online.
I would also explore the photo shop.
I would create online groups/enroll group or import an existing one /import name list.
I could also download a video on stream for the relevant lesson.
Could also use power point photos for the lesson.

# data[].attributes.body
Ms Moloi engaged with learners actively by asking questions from time to time which kept them to interested. They answered questions based on their experiment which is hands-on. on

# data[].attributes.body
She starts by making a short revision to the learners, before engaging with her lesson

# data[].attributes.body
Mr Potsaneis identified as maintaining the habit of informed reflectionas he plan, teac, and reflect on and then revise. he gives the learners the chance to think and make mistakes so that they would be able to correct them.

# data[].attributes.body
Mr Potsane is actively involving the learners by firstly testing their knowledge on how much they know and understand the new topic that he has just intrduced before them. By chosing to use the examples from the textbook he gives them the confidence and believe that they are able to solve the problem hand.

# data[].attributes.body
By walking around the class and discussing the work at hand helping the learners while they are busy with their activity and giving them the chance to each explain and then afterwards he would mark and correct the wrong answers builds a relatiomship between him and the learners. And time is off the m ost important feature, he does not give the learners the chance to

# data[].attributes.body
I would use applications like KA'HOOT, youtube that engages with the learners and that is fun to enjoy while working on some school work.

# data[].attributes.body
Ms Moloi is involving learners in Think - Pair - Share technique in that she challenges their thinking or their knowledge whereby she revises the lesson that they have recently treated in their earlier sessions. And she then involves then by pairing the the discuss and participate in practical activities while she walks around to help where it due.

# data[].attributes.body
Shes very carefully guides the learners in the way he uses intentional learning whereby after she revised, explained more than twice and give them the opportunity to observe.

# data[].attributes.body
It would mean that i would have to create a Quiz which will base its questions on the two circuit and leave the link for the learners to give them some ideas on YouTube and maybe some KAHOOT

# data[].attributes.body
Mrs Moloi asked questions to the learners that were specific to the lesson. By engaging with them, they were forced to listen and think in order to pay attention.

By allowing them to predict and giving them feedback, she could establish their prior knowledge.

All this was aimed at the practical session of the lesson where the learners could apply their new knowledge and test their predictions.

# data[].attributes.headline
Ms Moloi actively engages students by encouraging them critical thinking through real life scenarious for example that of a bucket . She asks them questions during presentation and then gave them a hands on activity which was to build a circuit through group work she fostered behavioural engagement.

# data[].attributes.subject
Ms Moloi actively engages students by encouraging them critical thinking through real life scenarious for example that of a bucket . She asks them questions during presentation and then gave them a hands on activity which was to build a circuit through group work she fostered behavioural engagement.

# data[].attributes.body
Ms Moloi actively engaged learners in learning by encouraging them in thinking creatively through real- life scenarious that one of a bucket and a pipe, she involved questions during the lesson and gave them a group activity of building a circuit which encouraged behavioural engagement.

# data[].attributes.body
Ms Moloi conducts interactive demonstrations using circuit components like batteries, wires and bulb to illustrate circuit concepts

# data[].attributes.body
Ms Moloi first do revision of the topic from the previous grade to see prior knowledge from learners. she then links that knowledge to new knowledge and that makes learners to understand more clearly and ask questions when they do not understand.

# data[].attributes.body
To make sure students are working toward a purpose, the teacher establishes the lesson's objectives at the outset. She also gives the students the chance to participate in class discussions by asking insightful questions that are tailored to the lesson's objectives. Only if the students comprehended the material they were taught would they be able to respond to these questions. She employs a pertinent analogy to enhance learning while imparting the information, which also helps with problem-solving and the application of the knowledge to actual situations. Finally, using a worksheet, they respond to questions that have been carefully crafted to direct them in gathering information in response to the question they discussed and anticipated, and they compose their responses in a conclusion that is coherent