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Crafting a digitally enriched lesson for diverse classrooms entails:

1. Defining learning objectives clearly.

2. Acknowledging diverse learning preferences.

3. Employing engaging digital resources.

4. Providing content suited to various skill levels.

5. Delivering information through different mediums.

6. Utilizing adaptive learning tools when applicable.

7. Promoting collaborative learning

experiences.

8. Ensuring accessibility for all students.

9. Tracking student progress digitally.

10. Reflecting on feedback to refine future lessons.

As a teacher I usually begin by setting clear objectives for the digitally enhanced lesson. Recognizing the diverse learning preferences of the students, I incorporate various digital tools to ensure engagement for all. Understanding that students have different levels of proficiency, I try to provide resources tailored to individual needs, utilising a mix of multimedia elements such as videos, readings, and interactive exercises to cater to different learning styles. Additionally, I monitor student progress using digital tracking methods to ensure comprehension and adjust the lesson as needed. With these strategies in place, the class is ready to embark on an inclusive and engaging learning experience.

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Crafting a digitally enriched lesson for diverse classrooms entails:

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Subject: Mathematics
Topic: Introduction to Fractions
Objective: Students will be able to understand the concept of fractions and perform basic operations with fractions.

1. Pre-Lesson Preparation:
- Create an interactive presentation using multimedia elements like videos, animations, and interactive whiteboard tools to engage visual and auditory learners.
- Provide access to online math games and simulations that allow students to practice fraction concepts in a fun and interactive way.
- Offer audio recordings or text-to-speech tools for students with reading difficulties to access the lesson content.

2. Lesson Delivery:
- Start the lesson with a real-world scenario or problem-solving activity that introduces the concept of fractions in a practical context.
- Use visual aids such as fraction bars, circles, and number lines to help students visualize and understand the concept of fractions.
- Incorporate interactive quizzes or polls using online tools to assess understanding and encourage active participation from all students.
- Utilize online math manipulatives and virtual math tools to demonstrate fraction operations like addition, subtraction, multiplication, and division.

3. Differentiated Activities:
- Provide extension activities for advanced learners, such as challenging word problems or real-life applications of fractions in cooking or measurements.
- Offer alternative assignments for students with special needs, such as using color-coded manipulatives or digital fraction models to represent fractions visually.
- Encourage collaborative problem-solving activities using online platforms that allow students to work together in virtual groups to solve fraction-related tasks.

4. Assessment:
- Use online assessment tools to track student progress and provide immediate feedback on quizzes or assignments.
- Encourage self-assessment and reflection through digital math journals or portfolios where students can document their understanding of fraction concepts and showcase their problem-solving skills.

By incorporating a variety of digital tools and resources, this lesson plan aims to cater to the diverse learning needs of students and ensure that all learners can engage with the material in a meaningful way.

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At my school, in our disciplinary group we normally share our presentations, tests, worksheets and other resources. We can adpat them to our classes learning needs. This is amazing, because we also have a time in our schedule to do common work, this means we can better address the needs of our students. I guess we must, however, create routines and add Creative Commons licenses to our creations.

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I always like to follow best practices. Although I only started eTwinning recently, I have already learned so much from my colleagues and I appreciate it very much! I also like to share my knowledge at my school.

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Sharing digital content is very important to facilitate work and it is my frequent practice. I'm happy to share my contents because there's no need for others to waste their time on something already made. I regularly share my created questionnaires and evaluations in Forms, documents in Word and Excel, formative evaluations in Nearpod and all published content on eTwinning.

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The materials in the Institute Drive are shared with colleagues, but an educational repository should be created on the Institute website. . In the European Schoolnet Academy learning event, participation in the courses also includes viewing the material collected in a repository and it is interesting to review passages relating to the topics covered.

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I think that collaboration among teachers is very useful and interesting. Sharing good teaching practices is a great opportunity for teachers that want improve their teaching approach and be innovative and engaging for students

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All my work inclouding and this out of the classroom is available to any one is interested to read, use it and submit any notice for improv that.I write in a blog and I use the school platform (eclass). My skills exploded in pandemia time . I was needing prepare plenty of subjects, special material to present the knowledge.

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I think collaboration and sharing ideas and resources is the key of teachink/learning succesful environment. Webinars and courses, especially European Schoolnet Academy and EU Academy, also, Erasmus+ projects (EDU, KA2, KA1) were, are and will be the best sources to have acces to real quality teaching/learning materials.

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I think the most precious part of being a teacher is sharing, with your students and colleagues.

When I joined any webinar or course where we can share our experiences, challenges, the ways of dealing with problems with our colleagues, I feel so refreshed and eager to work. That's why I usually join webinars and face to face courses whenever I find.

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As a speech therapist working with special needs students, I have had numerous experiences of using shared resources to enhance my teaching methods and improve my students' learning outcomes. One particular resource that comes to mind is a set of picture cards for practicing vocabulary and sentence structure.

I came across these picture cards while attending a professional development workshop with other speech therapists. One of my colleagues had created the cards and graciously shared them with the group. Each card depicted a different object or action, making it easy for students to identify and practice using the corresponding vocabulary.

Using these picture cards in my therapy sessions had a significant impact on my students' learning outcomes. The visual representation of concepts helped my students with autism and language disorders grasp new words and sentence structures more easily. It also provided a concrete way for them to practice forming sentences and expressing themselves verbally.

To better suit my students' needs, I made a few modifications to the resource. I added tactile elements, such as velcro or textured surfaces, to some of the cards to engage my students who have sensory processing issues. I also incorporated more interactive activities, such as sorting and matching games, to make the learning experience more engaging and fun for my students.

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Resource: Visual Schedule Template

I first encountered the visual schedule template during a professional development session focused on inclusive teaching practices. A colleague shared this resource, emphasizing its effectiveness in aiding students with diverse learning needs, including those with autism spectrum disorder (ASD), ADHD, and intellectual disabilities.

Implementing the visual schedule template transformed the dynamics of my classroom. Its simple, intuitive design provided a visual roadmap for daily activities, fostering a sense of predictability and structure for my special needs students. This, in turn, minimized anxiety and behavioral challenges, allowing them to engage more fully in the learning process.

Modifications to better suit our needs:

While the original template served as a valuable starting point, I made several modifications to tailor it to the specific needs of my students:

1. Customized Icons: Recognizing the diverse needs within my classroom, I incorporated personalized icons to represent each activity. These visuals were selected based on the interests and preferences of individual students, enhancing their engagement and sense of ownership over the schedule.

2. Interactive Components: To promote active participation, I introduced interactive elements such as Velcro attachments or movable magnets. This allowed students to physically manipulate the schedule, fostering a sense of control and empowerment over their daily routines.

3. Sensory Considerations: For students with sensory sensitivities, I incorporated elements such as color-coded borders or textured materials to enhance accessibility and appeal. These sensory adaptations ensured that the visual schedule remained a user-friendly tool for all learners.

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When we explore and utilize apps specialized for resources and quizzes (e.g. Wordwall, Kahoot), we usually find interesting material, that we can share and modify. Additionally, we can create our own content that can be published and share to others. But, the most valuable sharing, I believe is the sharing between colleagues. We use Teams (special channels, organized well) in which we can share useful material and resources, creating at the end a Resources Bank.

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In twinspace all the teachers share the links for all the works, espessially for common products

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It was mostly during the pandemic that I shared materials and also used other teachers' materials too. Moreover, we shared our difficulties concerning online teaching and helped each other. This is the most powerful experience I have of sharing among colleagues.