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Gibbs applied to a laboratory session that only worked for half the room

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Gibbs applied to a laboratory session that only worked for half the room

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-> Description: A practical session on preparing a standard solution. One demonstration at the front, a printed protocol, then learners working in pairs. Standard practice, and it had always seemed fine.

-> Feelings: Halfway through I was repeating the same explanation at four different benches while the pairs who had understood immediately stood waiting with nothing to do. Frustration on both sides, and the sense that I was rationing my attention rather than teaching.

-> Evaluation: What worked: the pairs who had prior experience produced good results and enjoyed the session. What did not: the demonstration happened once, at one speed, in one language register. A learner who missed a step had no way back except me. The two learners with weaker Spanish were not struggling with chemistry, they were struggling with my vocabulary, and I had no way of telling those two problems apart.

-> Analysis: The design assumed a single moment of transmission and a homogeneous group. Every difference in pace, language or prior knowledge had to be absorbed by me in real time, which is precisely what one teacher cannot do for fifteen pairs. The technology I had was fine. The problem was that all the information arrived synchronously.

-> Conclusion: Differentiation is not achieved by adding tools to the same lesson. It is achieved by moving parts of the lesson out of that single synchronous moment, so learners can access them when and as often as they need.

-> Action plan:

Before. The demonstration becomes an interactive video with checkpoints embedded where the procedure usually goes wrong, watchable as many times as needed, with captions. A short self-marking form acts as a gate: it must be passed to enter the laboratory, and it tells me before the session exactly who has not understood what.

During. The protocol lives on a QR code at each bench, always with a printed short address beside it, because a safety instruction must never depend on a device. Key steps carry the visual signage learners themselves produced in an earlier project. My time goes where the pre-lab data told me it is needed, instead of being distributed by whoever raises a hand first.

After. Learners choose how to demonstrate understanding: a written report, an interactive resource explaining the procedure, or a recorded walkthrough.

Same criteria, published in advance, different routes. A short anonymous question closes the session, because silence is not the same as clarity. Nothing here is technically ambitious.

What changed was not the tools but when the information is available, and that is the change that took me longest to see.

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ibbs’ Reflective Cycle:

1. Description (What happened?): I tried using an online learning app to teach a lesson to students with different learning speeds. Some children finished quickly, but others struggled with reading the screen instructions and got stuck.

2. Feelings: I felt stressed and worried because I could not help every child at the same time, and I saw some students getting frustrated.

3. Evaluation: The good part was that fast learners stayed busy. The bad part was that struggling students felt left behind by the app.

4. Analysis: Technology cannot differentiate lessons all by itself. The app only looks at right and wrong answers, but it cannot see if a child is tired or struggling to read the text.

5. Conclusion: I should not rely only on a screen for the whole class. Combining digital tools with hands-on group work works much better for young children.

6. Action Plan: Next time, I will set up learning stations. One small group will use the app, another will do a hands-on activity, and I will work directly with the children who need extra help.

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Applying Gibbs’ Reflective Cycle

1. Description
I planned a digitally enhanced English lesson for a mixed-ability class, using different digital resources to support reading, listening and vocabulary. Students could access visual support, audio materials and differentiated tasks according to their needs.

2. Feelings and thoughts
I felt that technology could help make the lesson more inclusive, but I was also concerned that using too many digital tools might confuse some students or make the lesson unnecessarily complex.

3. Evaluation
The main strength was that students could work at different levels and use different types of support. Visual and audio resources helped some learners understand the content more easily. However, some students needed additional guidance to use the digital tools, and a few focused more on the technology than on the learning task.

4. Analysis
This showed me that digital differentiation can be useful, but only when the tools are simple, accessible and directly connected to the learning objective. Technology should reduce barriers rather than create new ones.

5. Conclusion
I learned that offering different digital pathways can support diverse learners, but the teacher still needs to provide clear instructions, monitor students and ensure that every digital element has a clear pedagogical purpose.

6. Action plan
In future lessons, I would use fewer digital tools, provide a short demonstration before the activity, offer non-digital alternatives when necessary and collect student feedback afterwards. I would then adapt the lesson according to which resources genuinely helped students participate and understand the content.

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ANILA HOXHAJ ALBANIA                                           Reflection (Using Gibbs' Reflective Cycle)

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ANILA HOXHAJ ALBANIA                                           Reflection (Using Gibbs' Reflective Cycle)

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Reflection (Using Gibbs' Reflective Cycle)

Description

In the modern classroom, students present a wide array of learning needs, styles, and pace. Incorporating digital tools effectively requires moving beyond using technology for simple delivery (e.g., static slide presentations) and instead using interactive, multi-modal, and adaptable tools that grant all students access to the content.

Feelings

Initial feelings when facing this challenge often include concern about overwhelming students with too many tools or worsening learning gaps for students with limited digital literacy or extra learning needs. However, there is also optimism that the right blend of assistive, interactive, and collaborative tech can foster an inclusive and motivating classroom culture.

Evaluation

What worked / works well: Multimodal representation (combining visual, auditory, and hands-on/tactile tech elements) allows students with different strengths to access the same learning goals. Asynchronous and self-paced digital tasks allow neurodivergent students or language learners to work without pressure.

Challenges: Technology can become a distraction if not purposefully linked to specific learning goals. Additionally, setting up multi-tiered digital tasks requires deliberate design up front.

Analysis

Differentiation through digital tools succeeds when grounded in Universal Design for Learning (UDL) principles:

Multiple Means of Representation (offering content in text, video, audio, and visual diagrams).

Multiple Means of Engagement (gamified quizzes, collaborative boards, quiet individual tasks).

Multiple Means of Action & Expression (allowing students to demonstrate understanding via text, voice recordings, or visual media).

Conclusion

Digital integration should not aim for a single "one-size-fits-all" solution. Instead, a successful digitally enhanced lesson provides a structured menu of choices and built-in support layers so every student can participate meaningfully. Action Plan

Design and execute a flexible lesson structure incorporating:

Multimodal content delivery.

Choice-based activities for expression.

Low-barrier collaborative tech (e.g., Padlet, Mentimeter, or interactive quiz tools).

Part 2: Applied Digitally Enhanced Lesson Plan

Lesson Title: Inclusive Tech Exploration & Collaboration

Target Audience: Mixed-ability secondary classroom

Objective: Students will explore a core topic, process key concepts through multimodal materials, and share their synthesis collaboratively.

Lesson Structure & Differentiation Strategies

1. Warm-up & Prior Knowledge (10 Mins)

Tool: Mentimeter or Padlet (Word Cloud / Quick Poll).

Differentiation: Anonymous posting allows shy students or lower-confidence learners to participate without fear of judgement. Speech-to-text tools can be used by students who struggle with typing.

2. Multimodal Content Input (15 Mins)

Tools: Text with screen-reader/read-aloud capabilities, short video with closed captions, interactive infographic.

Differentiation:

Visual/Auditory Learners: Video with captions and clear audio.

Reading/Writing Needs: Digital text compatible with Immersive Reader (adjusting font size, line spacing, language translation).

Self-Paced Learners: Ability to pause, rewind, or re-read materials independently.

3. Application & Processing Task (20 Mins)

Option A (Visual/Creative): Create a visual summary or mind map using digital whiteboard tools (e.g., Canva, JamBoard/Miro).

Option B (Verbal/Auditory): Record a 1-2 minute audio summary or video explanation (e.g., Flip/Vocaroo).

Option C (Structured/Written): Complete a guided interactive quiz or structured document with built-in prompt scaffolds.

4. Peer Review & Reflection (15 Mins)

Tool: Shared Padlet Wall.

Task: Students post their final output or key takeaway on the Padlet wall and leave constructive feedback on at least two peers' posts using text, audio notes, or emojis.

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Differentiating Reading Comprehension with Digital Tools ("The Magic Garden")

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Differentiating Reading Comprehension with Digital Tools ("The Magic Garden")

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1. Description: During a literature lesson on reading and analyzing the text "The Magic Garden", I faced the challenge of meeting diverse learning needs. I used a digitally enhanced approach: struggling readers used a text-to-speech audio toolto follow the text, visual learners used an interactive mind-mapping tool (Canva/Genially) to map out the setting and symbols of the garden, and advanced students worked on a critical analysis task via Padlet, comparing the symbolism to another literary work.

2. Feelings: Initially, I felt a bit anxious about coordinating multiple digital stations simultaneously within a standard 45-minute literature class.

3. Evaluation: The strength was that students were deeply engaged and could access the literary text according to their cognitive and reading pace. However, managing device transitions took a few minutes longer than expected.

4. Analysis: Providing multimodal digital choices aligns with Universal Design for Learning (UDL). It removed reading barriers for less fluent readers while offering deep creative expression for advanced ones, shifting the focus from mechanical reading to genuine literary interpretation.

5. Conclusion: Digital tools transform a standard text analysis into an inclusive literary experience, provided the tasks are clearly structured beforehand.

6. Action Plan: Next time, I will pre-record the introductory reading instructions and set up QR codes for each station on students' desks to streamline transitions and save instructional time.

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For creating a digitally enhanced lesson for diverse learning needs, I consider these:

Description: I designed an interactive digital lesson but struggled to balance the pace for advanced learners and students with reading difficulties.

Feelings: Initially overwhelmed by the setup time, yet deeply committed to ensuring no student is left behind.

Evaluation: The platform had great accessibility tools (e.g., text-to-speech, branching paths), but I underutilized them in my first attempt.

Analysis (Brookfield's Lenses): Through the Student Lens, I realized that a "one-size-fits-all" digital task caused cognitive overload for some. The Theoretical Lens (Universal Design for Learning - UDL) highlighted the urgent need for multiple means of engagement and representation.

Conclusion: Technology only differentiates learning if the pedagogy behind it is intentionally inclusive from the start.

Action Plan: Next time, I will co-design the lesson with a special education colleague (Colleague Lens) and use a quick digital exit ticket to gather student feedback (Student Lens) for continuous adjustment.

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Reflection on a Digitally Enhanced Lesson

To meet the different learning needs in my classroom, I would design a lesson using Google Classroom, Kahoot, and a short educational video. Students would first watch the video, then work in small groups on differentiated activities, and finally complete a Kahoot quiz to check their understanding. This combination allows visual, auditory, and collaborative learners to participate actively.

After the lesson, I would reflect using Gibbs' Reflective Cycle. First, I would describe what happened and consider how I felt during the lesson. I would then evaluate what worked well, such as students' engagement with the digital activities, and identify any difficulties, for example if some students needed additional support using the technology. I would analyse why these challenges occurred and think about how I could improve the lesson. Finally, I would create an action plan, such as providing clearer instructions, offering alternative activities, or giving extra support to students who need it.

I would also reflect through Brookfield's four lenses. I would consider my own perspective as the teacher, gather feedback from my students, discuss the lesson with a colleague, and compare my practice with current research on digital learning and inclusive education. This would help me improve future lessons and ensure that technology supports learning in a meaningful and inclusive way.

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To ensure every student engages and comprehends material effectively within a diverse classroom, I structure my lessons around the Universal Design for Learning (UDL) framework, using a rich digital ecosystem:

​1. Multi-Sensory Content Input (Visual & Auditory Support):

​I present core concepts using visual summaries and infographics created on Canva or Genially.

​For struggling readers or SEN students, I integrate text-to-speech tools and short, subtitled video clips (via CapCut) to ensure full comprehension without language or reading barriers.

​2. Differentiated Engagement & Collaboration:

​Interactive Walls: I use Padlet as a collaborative space where students can respond using their preferred medium—whether by writing, uploading drawings, or submitting voice notes.

​Adaptive Practice: I incorporate gamified tools like Quizizz with self-paced modes, allowing learners to process information at their own speed.

​3. Flexible Expression of Learning:

​Students demonstrate their understanding based on their strengths: creating a digital storybook page on Book Creator, recording a short audio response, or building a concept map.

​Conclusion: By leveraging digital tools thoughtfully, technology transforms from a one-size-fits-all presentation into a personalized bridge—ensuring equity, active participation, and success for every learner in the classroom.

​الت

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Challenge Accepted: Designing an Inclusive Digital Lesson

To address the challenge, I would apply a Gibbs Reflective Cycle approach to plan and evaluate a digitally enhanced lesson that meets diverse learning needs.

1. Description

I would design a lesson for primary students on a curriculum topic (e.g. environmental awareness) using multiple digital tools to support different learning styles.

2. Feelings

I recognize that students have different levels of digital competence, so it is important to create an inclusive and engaging learning environment where everyone can participate.

3. Evaluation

Digital tools can increase motivation and accessibility, but they must be carefully selected to avoid cognitive overload or exclusion of less confident learners.

4. Analysis

To differentiate learning, I would integrate:

CodyRoby (Bogliolo) for unplugged coding and logical thinking

Bee-Bot / LEGO Spike for hands-on and visual learners

LearningApps for interactive exercises and reinforcement

Book Creator for creative and linguistic expression

Genially for visual and multimedia presentation of content

5. Conclusion

A combination of tools allows students to approach the same content in different ways, supporting inclusion and engagement.

6. Action Plan

I would structure the lesson in stations:

Coding station (CodyRoby / Bee-Bot)

Interactive practice (LearningApps)

Creative production (Book Creator)

Presentation and exploration (Genially)

Students would rotate between activities, ensuring equal access and differentiated learning paths.

Reflection

Using digital tools strategically allows teachers to transform a single lesson into a multi-sensory, inclusive learning experience that supports all learners.

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The Challenge

The goal is to design a lesson for a classroom with diverse needs (e.g., non-readers, visual learners, and students requiring sensory support) using a digital ecosystem.

2. Feelings

How the tool aligns with your teaching context and values. You might feel a sense of responsibility regarding how student data and their digital identity are shaped by these tools.

3. Evaluation

Visual programming

Ethical use and security

4. Analysis

Reflection process onsiders how the technology addresses gaps or opportunities in the current environment.

5. Conclusion

Decision-making process

6. Action Plan reflective teaching practices and ethical use. Differentiation for various learning styles.

Internet access

Review and Adapt

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Designing an Inclusive Digital Lesson Using Gibbs’ Reflective Cycle

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Designing an Inclusive Digital Lesson Using Gibbs’ Reflective Cycle

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To address the challenge of integrating digital technologies in a way that supports diverse learning needs, I will apply Gibbs’ Reflective Cycle, which includes six stages: description, feelings, evaluation, analysis, conclusion, and action plan.

1. Description

In a mixed-ability classroom, I need to design a lesson on a specific topic (e.g. ecosystems or fractions) using digital tools. The goal is to ensure that all students, regardless of ability level, can engage meaningfully with the content through technology such as interactive videos, quizzes, and collaborative platforms.

2. Feelings

Initially, I feel confident about using digital tools but also aware of the challenge of meeting diverse student needs within the same lesson. I am concerned about ensuring that no student is left behind or overwhelmed by the technology.

3. Evaluation

The use of digital tools such as interactive presentations, adaptive quizzes, and multimedia resources can increase engagement and accessibility. However, if not carefully planned, technology may either oversimplify content for some students or overwhelm others with cognitive load.

4. Analysis

To support diverse learners, it is important to apply differentiation strategies through technology:

Visual learners benefit from videos, diagrams, and infographics

Auditory learners benefit from audio explanations and discussions

Kinesthetic learners benefit from interactive tasks and simulations
Tools like Google Classroom, LearningApps, or Microsoft Teams can support differentiated tasks and allow students to work at their own pace.

5. Conclusion

A digitally enhanced lesson can be highly effective in supporting inclusion, provided that the tools are selected purposefully and aligned with learning objectives. Differentiation is key to ensuring that all students can access and understand the material.

6. Action Plan

In future lessons, I will:

Design tiered activities using digital tools for different ability levels

Provide multiple formats of content (text, video, audio, interactive tasks)

Use formative assessment tools (e.g. quizzes, polls) to monitor understanding

Encourage collaboration through shared digital platforms

Continuously reflect and adjust based on student feedback and performance

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To address the challenge of integrating digital technologies in a diverse classroom, I would apply Gibbs’ Reflective Cycle.

First, I would describe the situation by identifying that students have different learning needs and may not all engage equally with the same digital tools.

I would then reflect on my feelings, recognising that while digital tools can increase engagement, they can also create barriers if not carefully selected.

Next, I would evaluate past experiences by considering which digital activities worked well (e.g., interactive quizzes, videos, collaborative tasks) and which did not.

In the analysis stage, I would explore why certain tools were more effective, focusing on accessibility, clarity of instructions, and student interaction.

From this, I would conclude that a combination of tools is necessary to support different learning styles (visual, auditory, and kinesthetic).

Finally, my action plan would include designing a lesson with multiple digital stations: short videos for visual learners, interactive quizzes for practice, and collaborative tasks for group work, ensuring all students can participate meaningfully.

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Challenge: Designing a digitally enhanced lesson

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Challenge: Designing a digitally enhanced lesson

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In my practice, I use a simple reflective model: planning – action – reflection to design lessons that meet different learning needs.

Planning:
I define the lesson objectives and choose tools that are suitable for young learners (aged 7–8), such as Padlet and Canva. I also consider different learning levels, including students with special educational needs.

Action:
During the lesson, I use:

visual materials (Canva)

interactive activities (Padlet)

clear instructions and support

This allows students to work at their own pace and stay engaged.

Reflection:
After the lesson, I reflect on:

whether all students were engaged

what was clear and what needs improvement

how the tools supported learning

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When thinking about this challenge, I reflected on my teaching using a simple reflective model (description, evaluation, and improvement). In my experience, one of the main difficulties is ensuring that all students, with different abilities and learning styles, can stay engaged when using digital tools.

In a recent lesson, I tried to introduce digital elements to support a mixed-ability English class. I used Google Classroom to provide structured materials and instructions, which allowed students to work at their own pace. At the same time, I included an interactive activity on Padlet, where students could share ideas and respond to each other. This was particularly helpful for quieter students, who felt more comfortable participating digitally.

Reflecting on this approach, I noticed that it worked well for engagement, but I needed to improve differentiation further. Some students required more guidance, while others needed more challenging tasks. Based on this, I would adapt the lesson by providing different levels of tasks within the same platform, allowing students to choose or be guided according to their needs.

Alltogether, this experience showed me that digital tools can support inclusive teaching, but only when they are used thoughtfully and combined with reflection. The key is not the technology itself, but how we design learning experiences that are flexible, supportive, and responsive to all students.

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Gibbs' Reflective Cycle — Digitally Enhanced Inclusive Lesson

Description: Teaching Communication Skills to 60 mixed-ability Jordanian university students using only slides and verbal explanation was leaving three groups behind: slower processors, students needing Arabic support, and those struggling with collaborative application.

Feelings: Torn between ambition and practicality — but professionally accountable to design for everyone, not just the middle.

Evaluation: Single-format delivery consistently failed. What showed promise was building processing time structurally into the lesson.

Analysis: UDL principles confirm that differentiation works best when embedded in lesson architecture from the start — digital tools allow multiple means of engagement without stigmatising anyone.

Conclusion — Redesigned Lesson: Three layers: a pre-class Darsak video with Arabic subtitles for processing time; a Mentimeter anonymous word cloud to open discussion equitably; a Padlet with three text options at varied complexity levels so students self-select without exposure.

Action Plan: Adopt this three-layer model — access, anonymous input, choice-based task — as my standard design template, and track student-reported sense of inclusion via a closing Mentimeter rating each session.

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To address this challenge, I apply Kolb’s Experiential Learning Cycle. First, I observe the classroom situation and identify the different learning needs of students (concrete experience). Then, I reflect on how these differences affect learning and consider which digital tools may be helpful (reflective observation). Next, I explore possible strategies for differentiated instruction and match suitable tools, such as Kahoot and Wayground, to these needs (abstract conceptualization). Finally, I implement these tools in a lesson plan and monitor their effectiveness through feedback and student participation (active experimentation). This process helps ensure that all students are engaged and supported in their learning.

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1. Description: The Challenge

The goal is to design a lesson for a kindergarten classroom with diverse needs (e.g., non-readers, visual learners, and students requiring sensory support) using a digital ecosystem. The focus is on differentiation and flexible access to ensure every child can engage with the material.

2. Feelings

As an educator, you may feel overwhelmed by the variety of apps available. However, the objective is not about selecting the "best" tool, but about how the tool aligns with your teaching context and values. You might feel a sense of responsibility regarding how student data and their digital identity are shaped by these tools.

3. Evaluation

What worked: Using simple authoring tools or visual programming (like Scratch or Seesaw) allows for high student engagement.

What was challenging: Ensuring ethical use and security while providing enough transparency for families.

4. Analysis

A digitally enhanced lesson succeeds when the core features of the platform meet specific classroom needs. For example, a "voice recording" feature allows a non-verbal or non-reading child to participate in a shared reflection process with the teacher. This analysis considers how the technology addresses gaps or opportunities in the current environment.

5. Conclusion

The process confirms that effective integration requires a decision-making process based on needs and values rather than technical bells and whistles. Reflective practice allows us to identify how a digital ecosystem can foster collaboration between colleagues, students, and families.

6. Action Plan (The Solution)

To implement this in your classroom, follow these first steps:

Identify the Tool: Choose an environment (e.g., Seesaw) that promotes reflective teaching practices and ethical use.

Design for Diversity: Use the tool’s features (audio, video, drawing) to provide differentiation for various learning styles.

Anticipate Challenges: Prepare for issues like device availability or internet access to ensure no student is excluded.

Review and Adapt: Use a teacher dashboard or student feedback to adapt your approach over time based on the lesson's success.

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Using Gibbs’ Reflective Cycle, I would design a digitally enhanced lesson by first identifying the learning objectives and diverse needs of my students. I would select tools like Google Classroom for differentiated tasks, Kahoot! for interactive quizzes, and Padlet for collaborative activities, providing multiple ways for students to engage and demonstrate understanding. I would ensure clear instructions, scaffolding, and support for all learners, monitor progress through formative assessment, and reflect afterward on what worked well and what could be improved. This structured reflection helps make technology integration more inclusive, effective, and responsive to student needs.

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For the lesson of Historical figures of Serbia, I would create chases in Canva to introduce the figures. She would divide the students into groups and give them tips and instructions to search for images found on the Internet and edit them in the piхiz tool. Then they would present their knowledge through the Book creator.

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To address the challenge, I use Gibbs’ reflection model. First, I describe the situation and the diverse needs of the students (description). Next, I evaluate which digital tools can support each type of learner (feelings & evaluation). I then consider alternative approaches for differentiated learning (analysis) and select the appropriate tools, such as Kahoot and Wayground (conclusion). Finally, I design a lesson plan that integrates these tools and schedule feedback to assess effectiveness (action plan). This ensures that all students can actively participate and understand the content.

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În abordarea acestei provocări, am ales să folosesc modelul de reflecție al lui Gibbs, deoarece mă ajută să analizez structurat experiența și să transform observațiile în pași concreți pentru îmbunătățirea lecțiilor digitale.

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Using Gibbs’ Reflective Cycle, a digitally enhanced lesson should address diverse learning needs by offering multiple ways to engage with content. This may include visual materials, interactive activities, audio support, and collaborative tasks.

Technology should provide flexible learning opportunities so all students can participate and understand the material effectively.

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1. Description

The challenge is designing a lesson that uses digital tools to engage students with diverse learning needs, ensuring everyone can access and understand the material.

2. Feelings

I feel that while technology offers many possibilities, it can be overwhelming to choose tools that are inclusive and meaningful for all students.

3. Evaluation

Positive: Digital tools can provide differentiated instruction, interactive content, and immediate feedback.
Negative: Some students may have limited access to devices or require additional support to use the tools effectively.

4. Analysis

Using apps like Google Classroom for assignments, Kahoot! for quizzes, and Padlet for collaborative activities can help address diverse needs. Visual, auditory, and interactive features allow multiple ways of engaging with content. Planning must consider accessibility, clear instructions, and opportunities for teacher guidance.

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As a kindergarten educator embracing digital technologies, I accept the challenge by designing a digitally enhanced lesson that addresses diverse learning needs through interactive and engaging approaches. By integrating tools such as interactive whiteboards, educational apps, and simple digital storytelling, the lesson supports differentiated learning and allows each child to participate at their own pace and in their own way. The use of visuals, sounds, and movement helps accommodate different learning styles, enhancing understanding and active participation while fostering collaboration, creativity, and early digital literacy within an inclusive learning environment.

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To address diverse learning needs in a digitally enhanced lesson, I would:

1. Use multiple formats – combine videos, interactive quizzes (e.g., Kahoot!), and text-based resources to cater to different learning styles.

2. Incorporate adaptive tools – tools like Google Forms or Edpuzzle can provide immediate feedback and allow students to work at their own pace.

3. Support collaboration – platforms like Padlet or Microsoft Teams let students share ideas and work in small groups.

4. Provide scaffolding – use visuals, captions, or guided instructions for students who need extra support, while giving advanced learners optional extension tasks.

By using a mix of digital tools and flexible activities, all students can engage meaningfully and learn at their own level.

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Activity: Challenge Accepted – Reflective Application (Gibbs’ Model)

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Activity: Challenge Accepted – Reflective Application (Gibbs’ Model)

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Description
In response to the challenge of designing a digitally enhanced lesson that addresses diverse learning needs, I reflect on a highly successful teaching scenario I implemented in a Year 3 (Grade 3) primary classroom. The lesson was structured in clear phases and made purposeful use of digital tools such as Canva, Padlet, Kahoot, Wordwall, Book Creator, Coggle.it, and interactive videos to support differentiated and active learning.

Feelings
During the implementation, I felt confident and pedagogically secure, as all students were actively engaged regardless of their learning profiles. Technology functioned as a meaningful support rather than a distraction.

Evaluation
The lesson proved highly effective: students demonstrated increased engagement, deeper understanding, and meaningful collaboration. Each tool served a clear pedagogical purpose at different stages of the lesson (activation, exploration, consolidation, creation, assessment).

Analysis
The success of the lesson lay in the intentional selection of tools addressing diverse learning styles:

visual organisation (Canva, WordArt),

collaborative inquiry (Padlet, Coggle.it),

gamified assessment (Kahoot, Wordwall),

creative synthesis (Book Creator),

guided learning (interactive videos).

Technology supported differentiation and inclusion.

Conclusion
This teaching scenario demonstrated that a well-designed digitally enhanced lesson can effectively address diverse classroom needs while maintaining pedagogical coherence.

Action Plan
In future lessons, I plan to continue implementing similar multimodal and differentiated digital approaches, further strengthening student reflection and engagement.

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I'm able to find engaging, motivating, and fun materials for preschoolers, and my lessons are more enjoyable and productive.

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Materia English Language Arts (ELA) / Alfabetizzazione Digitale

Topic Progettare un "Motivatore" per un Personaggio

Livello Scuola Media (Grado 7)

Obiettivo PBL Gli studenti progetteranno e presenteranno una "Interfaccia di Motivazione Digitale" (usando Scratch o Canva) per spiegare come i desideri, le paure e gli eventi esterni influenzano le azioni del personaggio principale.

Strumenti Digitali Centrali 1. Visual Programming: Scratch (o Tynker) per creare un'interfaccia interattiva. 2. Content Creation: Canva/Google Slides (per la fase di analisi e presentazione).

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1. Concrete Experience
I design a digital lesson using tools like Kahoot for interactive quizzes and Book Creator for collaborative storytelling. Students with different learning needs engage through varied formats—visual, auditory, and interactive.

2. Reflective Observation
After the lesson, I observe how students responded: some were highly engaged with Kahoot’s gamified approach, while others preferred the creative freedom of Book Creator. I note which tools supported inclusivity and which created barriers.

3. Abstract Conceptualization
I reflect on the patterns: gamification motivates quick learners, while creative tools support deeper reflection for students who need more time. I realize that combining both approaches can balance engagement and comprehension.

4. Active Experimentation
For the next lesson, I plan a blended strategy: start with a short Kahoot quiz to activate prior knowledge, then move into a Book Creator project where students apply concepts creatively. I also provide scaffolds (visual guides, simplified instructions) to ensure accessibility for all learners.

Reflection

By cycling through Kolb’s stages, I can continuously refine digital integration. The key insight is that no single tool fits all needs; instead, a thoughtful combination, guided by reflection, ensures that technology enhances learning for every student.

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The integration of digital technologies into a lesson to meet diverse learning needs is central to the differential teaching approach. First, a preliminary assessment is conducted using simple tools like Google Forms or Quizizz to quickly determine students' current knowledge levels and learning preferences. This data analysis (the Decomputation step of Computational Thinking) allows for the grouping of students into those with knowledge gaps (support), sufficient knowledge (core), and advanced knowledge (accelerated). In the second stage, each group is assigned digital tools and tasks appropriate to their needs and learning style. For example, audiovisual learners needing basic support might be given tasks such as creating infographics using YouTube videos and Canva, while the accelerated group might be asked to simulate a social problem using Scratch or Powtoon. This three-stage approach...

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I use various digital tools in my classes to create a digitally enhanced learning environment that addresses diverse learning needs and ensures all students participate and understand the subject matter through technology. Sometimes my students have difficulty accessing these digital tools. In this regard, I strive to improve the existing conditions.

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1. Description

The challenge is to design a digitally enhanced lesson that accommodates diverse learning needs in one classroom. This means integrating technology to support visual, auditory, kinesthetic learners, and students with different abilities.

2. Feelings

Initially, this might feel overwhelming because of the variety of needs and the pressure to ensure inclusivity. However, it’s also an exciting opportunity to leverage technology creatively to make learning more engaging and accessible.

3. Evaluation

Positive aspects:

Digital tools can provide multiple representations of content (videos, interactive simulations, text-to-speech).

They allow for differentiation and personalization.

Negative aspects:

Risk of overcomplicating the lesson with too many tools.

Some students may lack digital literacy or access.

4. Analysis

Why is this challenging?

Diverse learning needs require flexibility in content delivery.

Technology must be purposeful, not just added for novelty.

What works well?

Using platforms that support multimodal learning (e.g., Microsoft Teams, Nearpod, or Padlet).

Incorporating accessibility features like captions, screen readers, and adjustable font sizes.

5. Conclusion

To succeed, the lesson should:

Use Universal Design for Learning (UDL) principles.

Provide multiple means of representation, engagement, and expression.

Keep the technology simple and aligned with learning objectives.

6. Action Plan

Here’s a practical approach:

Topic: Explain relative Clauses (example)

Tools:

Visual learners: Interactive diagram via Nearpod or Canva.

Auditory learners: Short podcast or narrated video.

Kinesthetic learners: Virtual lab simulation (PhET).

Students with special needs: Enable Immersive Reader in Microsoft tools for text accessibility.

Assessment: Use Microsoft Forms or Kahoot for quick checks with adaptive feedback.

Follow-up: Gather student feedback on tool effectiveness.

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When designing a digitally enhanced lesson for diverse learners, I provide various ways for students to access and engage with content, such as interactive videos, differentiated tasks, and assistive tools like text-to-speech. This allows for flexible pathways and personalized support, enabling every student to participate at their own pace.

For example, when teaching computer devices, I use tools like interactive simulations, instructional videos, and hands-on tasks. Students needing extra support can access text-to-speech or guided tutorials, while advanced learners can explore activities like online quizzes or coding challenges. This approach ensures all learners can engage meaningfully with the topic.

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When using digital technologies in a lesson, it’s important to choose tools that meet different learning needs. Interactive videos, audio explanations, game-based apps, and personalized exercises help each student learn at their own pace. This way, technology supports diversity in the classroom and allows all students to participate actively.

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Sınıfımda farklı öğrenme ihtiyaçlarını karşılamak için dijital araçları etkili şekilde kullanmayı önemsiyorum. Bu nedenle derslerimi, öğrencilerin kendi hızlarında öğrenebilecekleri ve anında geri bildirim alabilecekleri biçimde tasarlıyorum. Örneğin GeoGebra, Nearpod veya Kahoot gibi araçlarla görsel, işitsel ve uygulamalı öğrenme stillerine uygun etkinlikler hazırlıyorum. Bu sayede her öğrenci derse aktif katılıyor, içeriğe kendi öğrenme biçimi doğrultusunda erişebiliyor ve teknolojinin desteğiyle konuyu daha iyi kavrayabiliyor.

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Present Simple (5th Grade English)

Learning Objectives:
By the end of the lesson, students will be able to:

1. Identify verbs in the present simple tense.

2. Form affirmative, negative, and question sentences in the present simple.

3. Apply the present simple in speaking, writing, and interactive activities.

Materials & Digital Tools:

Video: Short animated explanation of present simple (e.g., YouTube or teacher-made video with captions)

Interactive Quiz: Kahoot! for instant practice

Collaborative Board: Padlet for group sentence creation

Reading & Listening: Digital story with audio

Writing Platform: Google Docs for sentence writing and teacher feedback

Optional Assistive Tools: Text-to-speech or translation apps

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Sample digitally enhanced lesson plan

Subject: English Language Arts
Topic: Analyzing character motivation
Grade Level: Middle School (e.g., Grade 7)
Learning Goal: Students will be able to analyze and explain the motivations behind a character's actions in a fictional story.

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Writing challenges: Students work in small group, I give them the beginning of a story and they have to write the following part.

Using Canva is really motivating, because students can create their own ebook.

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concernng special needs is a very good tool for students

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Using the reflective cycle developed by Graham Gibbs, I solved the challenge as follows: Description of the experience - You have tried to use digital technology to adapt a lesson to the different needs of students. Some tools have worked well, but others have failed to engage all participants.

Feelings and thoughts - You have felt excitement for the possibilities offered by technology, but also frustration when some students encountered difficulties.

Evaluation - Positive aspects: the use of interactive platforms has increased the engagement of some students. Negative aspects: differences in digital competence have created gaps between students. Analysis - The main problem was the lack of balance between the complexity of the digital tools and the level of students’ skills. The resources were not always adapted to each learning style.

Conclusion - You learned that the success of a digital lesson depends on matching the tools to the students’ abilities and diversifying the ways of presenting the content.

Action plan:

Identify the level of students’ digital skills before the lesson.

Choose simple and accessible tools, such as Kahoot, Padlet or Canva.

Offer multiple learning options: video, text, interactive activities.

Constantly evaluate student feedback to adjust future lessons.

Create short user guides for each digital tool used.

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📝 Analysis of the Lesson Plan using Gibbs' Reflective Cycle

1. ✍️ Description

(What happened?)

This is a detailed lesson plan for an 11th-grade Foreign Literature class, focusing on the philosophical content of J. W. Goethe’s tragedy Faust, with an emphasis on the problem of the meaning of existence. The lesson heavily integrates digital technologies (Mentimeter, Google Docs/Padlet, Miro/Coggle, Canva/CapCut, Kahoot!) to ensure differentiation and engagement of students with various learning needs.

2. 💖 Feelings

(What were you feeling and thinking?)

Teacher: May feel enthusiastic about using modern tools and making the lesson dynamic and relevant. At the same time, there might be anxiety about the technical preparation (will all tools work?) and time management (the lesson is very packed).

Students: May feel engaged due to the variety of tasks (videos, mind maps, games) and autonomy (choosing the complexity level of the assignment). There might be some confusion due to the large number of digital tools if they are being used for the first time.

3. 👍 Evaluation

(What was good and bad about the experience?)

What Worked Well (Strengths)Potential Drawbacks (Weaknesses)High Inclusivity: Clear differentiation (Levels A, B, C) and flexibility in homework guarantee engagement for various types of learners (visual, auditory, kinesthetic, analytical, creative).Risk of Technical Glitches: Excessive reliance on the Internet and the correct functioning of 5+ digital tools.Active Learning: Collaborative work on Padlet/Google Docs and the creation of personal products (videos, maps) turn students into co-creators, not passive listeners.Timing Issue: 45 minutes for analyzing key philosophical concepts (the "pact," Mephistopheles, the "Eternal Feminine") and completing two large practical blocks may be insufficient.Relevance: The use of modern formats (TikTok, Canva) makes the complex philosophical material more accessible to 11th graders.Depth of Analysis: If students choose creative tasks (B), the depth of analysis of the text and philosophical monologues might be inadequate for some groups.

4. 🧠 Analysis

(What sense can you make of the situation?)

The plan is well-balanced between content (Goethe's philosophy) and method (digital differentiation).

Success in Differentiation is achieved through the structure: Collective Analysis (all get a common base) → Differentiated Assignment (each chooses their path). This is a smart approach that allows the teacher to control the core material while granting creative freedom in its interpretation.

The weakness in timing arises from attempting to fit a thorough analysis of a complex work into one lesson while simultaneously using many tools. Each transition to a new tool (from Mentimeter to Padlet, then to Miro/Canva) takes up precious 1–2 minutes.

5. 🗺️ Conclusion

(What else could you have done?)

The plan is innovative, highly inclusive, and technologically rich. Its main advantage is deep differentiation, which maximally addresses various learning needs.

However, for successful implementation, the teacher needs to carefully manage time and potentially reduce the number of digital tools (e.g., use only one platform for collaborative work) or extend the lesson to two academic hours to give students enough time for quality completion of tasks A, B, and C.

6. 📝 Action Plan

(What are you going to do next time?)

1. Technology Streamlining: Use no more than three main digital tools per lesson to minimize transition time. For instance, combine Mentimeter and Kahoot! onto a single platform (e.g., Quizizz).

2. Pre-setup: Send links to shared documents (Padlet, Google Docs) in advance or have them open on student computers/tablets before the lesson starts.

3. Time Flexibility: If assignments A, B, and C require more time, allow students to complete them as homework, focusing on presentation and discussion in class.

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All of us have different kind of students in one classroom, so we have to plan our lessons addressing to each intelligence types also we have to add differentation and enrichment activities.I want to talk about a 4th grade science lesson environmental pollution. First I can use wordart tool and ask students to answer "what comes to their mind when we say the environment".Nearly all the disadvantaged students can involve in this activity.Then talk about the pollution and ask them to tell what can cause the problem they can create a mentimeter wordcloud. Then we can create a solution board with ideaboardz,play a Kahoot game for evaluation. enlarge the activity by creating a poster against environmental issues with canva. For differentation students can solve a word puzzle related to topic made online. by me. They can create a manifest with genially for environmental protection and promise to keep it clean by doing their responsibilities. :)

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P digital tools like Kahoot, Padlet, and EdPuzzle can boost engagement. However, some students struggle with navigation, language barriers, or sensory overload. A one-size-fits-all digital approach often leaves gaps.

To accommodate diverse needs, the lesson must:

Offer multiple means of representation (visual, auditory, textual).

Include scaffolded tasks and adjustable pacing.

Provide interactive and collaborative opportunities.

Be accessible (e.g., captions, screen reader compatibility, simplified language).

Digital tools should be chosen based on their flexibility and inclusivity. For example:

Canva for visual storytelling with templates.

EdPuzzle for interactive video with embedded questions and audio support.

Google Docs for collaborative writing with real-time feedback.

Wordwall for gamified practice with adjustable difficulty.

A successful digitally enhanced lesson must balance innovation with accessibility. It should empower students to choose how they learn and express understanding. Reflection reveals the importance of planning for differentiation and testing tools beforehand.

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In a digitally enhanced lesson on fractions for primary students, I would use interactive tools such as Nearpod or Google Slides to introduce concepts through polls, videos, and quizzes, ensuring engagement for the whole class. To support diverse learning needs, visual learners could use virtual manipulatives or the NumberBlocks app, auditory learners could access explanatory videos with audio guidance, and kinesthetic learners could participate in drag-and-drop activities on Nearpod or Jamboard. Collaborative problem-solving would be facilitated through Padlet, allowing students to share solutions, comment on peers’ work, and discuss strategies. Formative assessment through Kahoot! or Quizizz would provide immediate feedback, while students’ digital reflections would help me monitor understanding and plan further support. This approach ensures differentiation, engagement, feedback, and collaboration, making the lesson accessible and meaningful for all learners.

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Lesson Title: “My Community and Me” – Exploring our local environment through digital storytelling
Subject: English / Social Studies
Level: Primary (Grade 4–5)
Duration: 60 minutes

🎯 Learning Objectives

Identify key places and people in the local community.

Use descriptive language to talk and write about the community.

Collaborate to create a short digital story or poster.

Develop digital literacy and teamwork skills.

🧩 Differentiation and Learning Needs Addressed

The lesson is designed to include:

Visual learners: through images, maps, and videos.

Auditory learners: through audio recordings and peer presentations.

Kinesthetic learners: through movement-based exploration and photo-taking tasks.

Students with learning difficulties: through simplified instructions, visuals, and assistive technologies (e.g., text-to-speech tools).

Advanced learners: through extension tasks such as narrating or editing the group story.

💻 Digital Tools Used

ToolPurposeBenefit for InclusionBook CreatorStudents create a short digital book about their community with text, images, voice recordings, and video.Supports multi-modal expression — each student contributes according to their strengths (writing, drawing, speaking).Canva for EducationDesigning posters or story covers.Visually engaging, easy to use, encourages creativity.Google ClassroomDistributes instructions and collects work.Organizes materials and ensures all learners access the same resources.Text-to-Speech Chrome ExtensionHelps struggling readers listen to texts.Promotes accessibility and independence.PadletClass collaboration space for sharing photos, ideas, and feedback.Encourages peer learning and a sense of community.

🧠 Lesson Steps

1. Warm-up (10 min):
Watch a short video about “Community Helpers” and discuss key roles.
Use Mentimeter for a quick word cloud (“Who helps us in our community?”).

2. Exploration (15 min):
In groups, students use tablets to find or take photos of community places (library, park, school).

3. Creation (25 min):
Each group uses Book Creator or Canva to make a digital storybook or poster about their community.
Students record short voice clips describing what makes their community special.

4. Sharing & Reflection (10 min):
Groups present their creations via Padlet or projector.
Peers give positive feedback using emojis or short comments.

🌈 How This Lesson Supports Inclusion

Allows multiple modes of learning: text, image, audio, and video.

Encourages collaboration and peer support.

Integrates universal design for learning (UDL) principles — offering flexibility in content delivery, engagement, and assessment.

Provides assistive digital tools for accessibility (read-aloud, speech-to-text).

Recognizes and values each learner’s unique contribution.

🌱 Reflection

This digitally enhanced lesson demonstrates how technology can bridge differences rather than create barriers. By using inclusive tools and offering multiple ways to access and express learning, every student feels capable and valued. The teacher’s role is to orchestrate technology purposefully—ensuring it empowers learners rather than overwhelms them.

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Here’s a short, clear example of a digitally enhanced lesson based on Kolb’s Experiential Learning Theory on the topic of The Water Cycle (for primary students):

1. Concrete Experience (Feeling)

Digital Tool: Interactive simulation (e.g., PhET “The Water Cycle” or a similar app).

Activity: Students explore the simulation to see how heat from the sun causes evaporation and how clouds form and produce rain.

Accessibility: Closed captions and narration support students with different learning needs.

2. Reflective Observation (Watching)

Digital Tool: Padlet

Activity: Students share short video or text reflections on what they noticed during the simulation and how water changes form.

Support: Teachers can provide sentence starters or visual cues for learners.

3. Abstract Conceptualization (Thinking)

Digital Tool: Canva or Google Slides

Activity: In pairs, students create a digital poster or slide deck explaining the water cycle with diagrams and key terms.

Differentiation: Templates and visual icons help visual learners; voice typing supports students with writing difficulties.

4. Active Experimentation (Applying)

Digital Tool: Scratch or Book Creator

Activity: Students design a simple animation or digital story showing a water droplet’s journey through the cycle.

Extension: Advanced students can add narration or code interactions.

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In my classroom, students have different learning needs and levels of digital confidence. My goal is to design a lesson that uses technology to engage everyone meaningfully.

Feelings: I felt unsure about how to balance accessibility with digital innovation. However, I saw this as an opportunity to make learning more inclusive and interactive.

Evaluation: I realised that some students learn best through visuals, others through hands-on practice or collaboration. Using a single teaching method was not effective for all.

Analysis: By integrating digital tools like Canva for visual learners, Google Forms for quick checks of understanding, and Padlet for collaborative sharing, students could engage in different ways while working on the same topic. This approach supported active participation and differentiated learning paths.

Conclusion: Technology can truly promote inclusion when it is used intentionally and adapted to each learner’s strengths.

Action Plan: I plan to continue refining my digital lessons, collecting student feedback, and collaborating with colleagues to find more accessible tools and strategies that meet diverse learning needs.

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Description:
I planned a literacy lesson using Canva for Education and LearningApps. Students created simple digital storyboards to sequence events in a story. The tools allowed visual learners to design, auditory learners to record their voices, and kinesthetic learners to interact through digital manipulation.

2. Feelings:
Initially, I was excited but also concerned about managing different ability levels and ensuring everyone could participate confidently. I wanted to balance creativity with accessibility.

3. Evaluation:
The lesson worked well overall - students were highly engaged and collaborated effectively. However, some younger or less confident learners needed extra support navigating the digital tools.

4. Analysis:
The activity showed that digital tools can make differentiation easier when used thoughtfully. By offering multiple modes (visual, audio, interactive), technology helped remove learning barriers. Yet, structured guidance and step-by-step instructions were essential to keep everyone on track.

5. Conclusion:
Integrating digital storytelling tools enhanced motivation and supported diverse learning styles. I learned that clear scaffolding and ongoing teacher assistance are key for inclusive digital learning.

6. Action Plan:
In future lessons, I will:

Provide short video tutorials before introducing new tools.

Pair students for peer support.

Use tools with accessibility features (voice input, visual cues).

Reflect again after implementation to measure progress.

Reflection:
Using Gibbs’ Cycle helped me think critically about planning, execution, and improvement. Regular reflection ensures that technology enhances learning for all students, not just those already confident with digital tools.

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Reflecting on my experience integrating digital technologies into a lesson on Ecosystems, I realized how valuable Brookfield’s four lenses are for improving inclusive teaching.

Through the autobiographical lens, I became aware that I sometimes focus too much on the tools rather than how they serve different learners. This prompted me to design activities in Nearpod, Flip, and Kahoot! that cater to various learning preferences and abilities. Viewing my practice through the student lens, I gathered feedback showing that while many enjoyed the interactive tools, some found switching between platforms confusing. This helped me simplify my approach and offer clearer guidance.

The colleague lens reminded me of the power of collaboration — peers suggested accessibility tools like Immersive Reader and peer-support strategies that improved the lesson’s inclusivity. Finally, through the theoretical lens, I connected my practice with Universal Design for Learning principles, ensuring multiple means of representation, engagement, and expression.

Overall, using these four lenses helped me see my teaching more holistically, balance technology with pedagogy, and ensure that every learner could meaningfully engage with the lesson.

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As educators embracing digital technologies, i often face the challenge, designing a digitally enhanced lesson that leverages technology to support diverse learning needs and ensure inclusive student engagement.In today’s classrooms, as a teachers must thoughtfully integrate digital tools to create lessons that engage all learners, accommodate varied abilities and learning styles, and promote equitable access to knowledge through technology.

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1. Description: I planned a lesson on subject and aimed to incorporate digital tools to engage all students, including those with different learning styles and needs.

2. Feelings: I felt both excited and a bit uncertain about how to ensure that every student could access and benefit from the technology.

3. Evaluation: Using tools like Google Classroom for sharing materials, Kahoot for formative assessment, and Padlet for collaborative activities helped some students stay engaged. However, a few students needed extra guidance or alternative formats to fully participate.

4. Analysis: I realized that providing multiple ways to access the content—visual, auditory, and interactive—was essential. Additionally, clear instructions and scaffolding ensured that students with varying digital skills could participate.

5. Conclusion: Differentiation through digital tools is effective when combined with careful planning, scaffolding, and continuous support.

6. Action Plan: For future lessons, I will create tiered digital activities, provide step-by-step guides, and use peer support systems to make learning more inclusive. I will also reflect with colleagues afterward to improve strategies collaboratively.

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Using Gibbs’ Reflective Cycle, I planned a lesson on environmental awareness with digital tools to meet diverse learning needs. Visual learners use infographics and videos, kinesthetic learners engage with interactive quizzes, and students needing extra support have scaffolded resources. By selecting a few versatile tools, monitoring engagement, and reflecting after each lesson, I can ensure all students benefit from technology-enhanced learning.

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1. Concrete experience - I have made a quiz for preschool children using digital technology

2. Reflective observation - Asking myself questions about children's involvement and interest

3. Abstract coneptualisation - I add a new knowledge to my previous knowledge

4. Active experimentation - Try out similar, but upgraded version of the quiz.

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Description:
Today’s lesson is about "Solving Equations Using Excel." I started the lesson with a simple explanation of how to use Excel to enter equations and see the solutions. I used the projector to show a practical example step by step, then asked the students to try entering their own equations and observe the results. The goal is to help students understand solving equations in an interactive and easy way using technology.

Feelings:
I felt excited because the lesson was practical and interactive, and I was eager to see students discovering solutions on their own. I noticed that some students felt a bit confused with the formulas, while others enjoyed the activity and found it fun and easy.

Evaluation:
Positives: Using Excel helped students see the solutions directly, which improved their understanding of equations and the solving process.
Negatives: Some students needed extra help to write the correct formulas, and a few lost focus briefly while following the class.

Analysis:
The reason some students struggled is that they had no prior experience with Excel. Dividing students into small groups and encouraging them to help each other helps overcome this difficulty. Repeating examples step by step ensures everyone understands before moving to individual practice.

Conclusion:
The lesson was very useful, but it shows the importance of providing individual support for students with less experience and monitoring their understanding throughout the lesson. Using Excel made the lesson interactive and strengthened students’ understanding in a practical way, encouraging them to apply the same method to solve other equations on their own.

Action Plan:

1. Provide a simple explanation of equations and how to enter them in Excel.

2. Show a practical example step by step on the screen.

3. Divide students into small groups to try writing their own equations.

4. Monitor each group and give support to students who need help writing formulas or understanding results.

5. After the practical activity, collect students’ feedback on how easy it was to use Excel and understand equations.

6. Give each group a small challenge: solve more complex equations using Excel to apply what they learned.

7. At the end of the lesson, discuss the experience with students and listen to their suggestions to improve future lessons.

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Based on Gibbs reflective cycle, during a project called "The three Rs to a sustainable future" my 6th grade pupils:

Description: made a word cloud with words connected to sustainability (MindMup app)

Feelings: after watching a short video about organic waste, they drew emojis to express their feelings about it

Evaluation: they handed out questionnaires (Google docs) to pupils from other classes regarding recycling practices they follow

Analysis: they analysed the provided answers in a pie chart (Canva)

Conclusion: they realised that recycling is not as common among their classmates as it should be

Action plan: they started a campaign to engage more pupils and their families in recycling (Canva)

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Topic: Introducing yourself and your friends - 5th grade, level a1 -beginners
Video lesson + visual product (poster or presentation)

Activity:

1. Experience: Watch a short video of a child introducing themselves and their friends.

2. Reflect: Look at classmates’ posts on Padlet and notice similarities and differences.

3. Conceptualize: Write your own text about yourself and a friend and prepare a poster or digital presentation.

4. Apply: Share your poster/presentation on Padlet and/or present it to the class.

All students can engage using video, text, visuals, or audio, practicing speaking, writing, and creativity.

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Using Gibbs’ Reflective Cycle, I would approach the challenge of creating a digitally enhanced lesson as follows. Description: I plan a lesson integrating educational apps and tools to support different learning styles. Feelings: I feel both excited about the possibilities of technology and cautious about ensuring all students can engage. Evaluation: Apps like Kahoot, Padlet, and Canva have proven effective for engagement, but I need to ensure accessibility for all learners. Analysis: Differentiating tasks and providing multiple ways to access content helps address diverse needs. Conclusion: Thoughtful selection of tools and structured guidance can enhance learning for every student. Action Plan: I will design the lesson with clear instructions, scaffolded activities, and options for visual, auditory, and interactive learning, then collect feedback to refine future lessons.

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I would design a digitally enhanced lesson using various platforms such as YouTube, Canva to explain the theme and then an interactive platform like Kahoot to engage my students and practice on what they have learnt.

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Lesson Topic: Exploring Ecosystems (Primary/Lower Secondary)

Subject: Science
Duration: 45–60 minutes

Learning Objectives:

Understand the basic components of an ecosystem (plants, animals, environment).

Identify the interdependence between living and non-living things.

Develop collaboration and digital literacy skills.

Digital Tools & Strategies for Differentiation:

1. Introduction (10 minutes)

Use an interactive video (Edpuzzle or YouTube with embedded questions) to introduce ecosystems.

Differentiation: Students can watch with subtitles, adjust playback speed, or pause/replay for better comprehension.

2. Exploration (20 minutes)

Group students by learning preferences:

Visual learners: Create a mind map of an ecosystem using MindMeister or Canva.

Auditory learners: Record a short explanation of food chains using Vocaroo or a tablet’s voice recorder.

Kinesthetic learners: Explore a virtual field trip (Google Earth / National Geographic interactive maps) to see real ecosystems.

3. Practice & Application (15 minutes)

Students work on an interactive quiz (Kahoot or Quizizz) tailored with multiple question formats (text, images, audio).

Provide extension tasks (e.g., designing their own ecosystem in Google Slides) for advanced learners.

4. Reflection & Feedback (5 minutes)

Students share their creations on Padlet, commenting on at least one peer’s work.

Teacher uses Google Classroom to give individualized feedback.

Accessibility & Inclusion:

Captions and transcripts for videos.

Option to use text-to-speech and speech-to-text tools.

Scaffolded instructions with visuals and step-by-step guides.

Choices of output format (poster, recording, slideshow) to support diverse learning strengths.

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I designed a digitally enhanced lesson to help young children learn the names of farm animals in English. We started with an interactive video to hear animal sounds and identify the animals. Then, children used a drag-and-drop game on tablets to match words with pictures.

For creative expression, they drew their favorite animal using Paint or Book Creator and recorded their voice saying the animal’s name. Finally, we did a Kahoot! quiz to review together, promoting collaboration and engagement.

I made sure to differentiate: children who needed help with technology paired with peers, visual supports were used for language learners, and advanced learners extended with simple sentences. I found that simple, colorful, and interactive tools kept all children engaged

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I would design a digitally enhanced lesson using interactive tools like Google Slides with embedded videos, quizzes, and collaborative activities. Students could work at their own pace using tablets or laptops, while I provide personalized support through breakout groups or guided tasks. This approach ensures that visual, auditory, and kinesthetic learners are all engaged, and technology allows for immediate feedback and differentiated learning paths.

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Let’s apply the Gibbs Reflective Cycle (1988) model to create a 25-45 minute digitally enhanced kindergarten lesson on “The Water Cycle.” Objective: All students will understand the process of evaporation, condensation, and precipitation through activities that incorporate digital tools. Interactive Whiteboard or Tablet: Display an animated image of the water cycle. Padlet / Jamboard: Collect children’s ideas and drawings about water. Kahoot! or Quizizz (simplified): Mini quiz with pictures to identify stages of the water cycle. At first, we may feel anxious about whether all students will participate or understand the topic. On the contrary, there is excitement about the possibility of interactive learning and visualization of concepts through technology. Digital activities allow for visualization and engagement of all children. Collaboration tools enhance the participation of shyer students. Some children may have difficulty using tablets or quizzes. Duration should be adjusted so that their attention is not lost. Incorporating digital tools helps to differentiate learning. The combination of observation, play and digital feedback enhances understanding of concepts. Human guidance remains critical to support students who are struggling. Discussion: “Where does rain come from?” Tablet / Interactive Whiteboard Attract interest, activate prior knowledge Show an animation of the water cycle Tablet / Video Visualize concepts for visual learners Paint or collage of the water cycle Padlet / Jamboard Collect ideas, support differentiated learning Simple quiz with pictures Kahoot! or Quizizz Repetitive learning and immediate feedback Discussion and recap Interactive Whiteboard Enhance understanding, assess participation Differentiation: Offer simplified or more advanced levels of activities per student. Use images, videos, and tangible objects for students with different learning styles. Provide help or guidance for students who struggle with digital devices.

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Çanakkale, Türkiye

Title: Using technology with young English learners

Description: I am a primary level English teacher. I like using digital tools in my class to make lessons more fun, but it can be difficult. Some of my students love the games and activities, but others get distracted easily or find the technology hard to use.

Feelings: I feel happy when I see my students excited and learning new English words with a new app. But sometimes I worry that not everyone is learning. I want to make sure the tools help every child.

Evaluation: I need to think about the digital tools I choose. Are they simple enough for young children? Are the activities helping them learn English, or are they just a game?

Analysis: I understand that a fun app is not always a good learning tool. I need to find technology that is both fun and helps my students with their English skills, like vocabulary and listening.

Conclusion: I will look for new digital tools that are better for my young students. I will also watch my students carefully to see what helps them the most.

Action Plan: I am going to ask other primary English teachers what apps and websites they use. I will try one new tool at a time with my class and get feedback from my students. I will choose simple and colourful tools that make learning English enjoyable.

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Description: Describe what happened in the classroom after employing a new digital tool.

Feelings: State the feeling caused ofter the introduction of the new digital tool.

Evaluation: Reflecting on the success or failure of this new situation.

Analysis: Analyse what needs to be different and the reasons for this.

Conclusion: Draw your conclusion after the use of the new digital tool (it is effective for some students but not for all of them/or it is suitable only for creating small quizzes).

Action plan: Make a plan of the thing you have to do so as to get better results in the future.

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The key issue is differentiation. Technology should act as a scaffold, not a distraction. UDL reminds me to provide multiple means of representation, engagement, and expression. So, I must plan for varied entry points: visuals, audio, interactivity, and collaborative reflection.

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Lesson: Physical Education

Lesson Plan

Title: Improving Motor Skills with Digital Tools

Age Group: 12–13 years

Duration: 45 minutes

Lesson Objectives

By the end of the lesson, students will be able to:

1. Improve balance, coordination, and motor precision.

2. Develop collaboration and self-assessment skills.

3. Use digital tools to enhance learning and monitor their progress.

Digital Tools

Padlet: for recording self-assessments and peer feedback.

Kahoot!: for pre- and post-lesson knowledge checks.

Video/Slow-motion App (e.g., Coach’s Eye, mobile phone): for technical movement analysis.

Canva: to create visual instructions or skill cards.

Google Forms: for online feedback and progress tracking.

Lesson Structure

1. Introduction (5 minutes)

Present lesson objectives using Canva with visual aids.

Conduct a brief Kahoot! quiz to assess students’ prior knowledge of the skill.

2. Main Activity (25 minutes)

Group students based on skill level (Differentiation).

Perform exercises targeting motor coordination and balance.

Record student movements using a video app, allowing slow-motion review and comparison with model techniques.

Students provide self-assessment and comments on Padlet, sharing observations and improvement suggestions.

3. Collaborative Feedback (10 minutes)

Teacher-led video analysis for each group.

Students provide positive feedback and suggest improvements via Padlet or Google Forms.

4. Conclusion and Extension (5 minutes)

Review learning outcomes with Kahoot! to assess understanding and progress.

Encourage students to practice individually using Canva instructions for repetition at home or outdoors.

Adaptations for Diverse Learners

Students with motor difficulties: reduce exercise intensity and use supportive equipment.

Students with learning difficulties: provide visual instructions via Canva and allow slower-paced repetition.

Advanced learners: offer additional challenges or alternative exercises using video analysis.

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Ηλίας Τουτσογλίδης Greece

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Ηλίας Τουτσογλίδης Greece

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Theme: "The Animals of the Forest"

Age: 4–6 years

Duration: 25–30 minutes

Cognitive Domain: Language – Environment – ​​Technology

Objectives:

• To recognize the animals of the forest and their basic characteristics.

• To engage through a multisensory experience (sound, image, touch).

• To strengthen oral language and phonological awareness.

Learning Needs Covered:

• Visual and Auditory Learning Types

• Children with Language Difficulties

• Children who need concentration support

Digital Tools:

• YouTube (carefully selected video): short video with animal sounds

• LearningApps: animal-sound-image matching game

• Canva or PowerPoint: presentation with multiple choice questions (which animal do you see?)

• Audio aids: for children with phonological difficulties (e.g. reciting words)

Lesson Structure:

1. Introduction (5')

Listening to animal sounds from YouTube videos

Children guess: “Which animal do you hear?”

Activation of prior knowledge

2. Main Activity (15')

Interactive Presentation (Canva / PowerPoint):

Presentation of animal images with recorded words

Children respond with gesture, speech or by touching the screen (on an interactive whiteboard or tablet)

Matching Game (LearningApps):

• Matching image - sound - word

• Children with difficulties play with assistance or a simplified version

3. Closing - Feedback (5')

Digital quiz (2-3 questions): "Which animal did we see with big ears?"

Virtual reward stamp (e.g. "Little Forest Explorer")

Oral recap with questions like "What did you like most today?"

Adaptations for Inclusion:

High contrast images for children with visual difficulties. Simple language - clear articulation. Pauses and guidance with icons. Movement/dance with animal music for children who need a kinesthetic approach

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Digitally Enhanced Lesson: Numbers & Quantities

I used interactive games (Google slides, Canva), collaborative activities (Padlet), quizzes (Kahoot, Quizz), and short videos to help kindergarten students match numbers with quantities.

Successes:

Engaged visual and auditory learners

Encouraged peer learning and collaboration

Immediate feedback reinforced understanding

Reflection:
Digital tools supported differentiated learning and allowed me to observe student progress, helping me adjust future lessons.

Next Steps:

Continue using interactive and collaborative tools

Personalize activities for individual learning needs

Reflect regularly to enhance engagement and learning outcomes

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I would use Canva to create posters and visual material with my students, QUIZZES THROUGH KAHOOT, PADLET TO POST MATERIAL FROM MANY TEACHERS ON A SPECIFIC TOPIC, AND SCRATCH FOR CREATIVITY.

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Sustainable Use of the Sea (Kolb’s Learning Cycle)

Digital tools: YouTube, Padlet, Google Slides / Canva

Description of the experience: Students watch a short YouTube video showing real examples of marine pollution and sustainable practices in Greek seas (e.g., beach clean-ups, waste recycling).

Feelings and thoughts about the experience: Students use Padlet to express their initial reactions: “How did the video make you feel?” and “What thoughts came to your mind?” (text or voice option to support different needs).

Evaluation of the experience (good and bad): As a whole class, students discuss both positive and negative aspects shown in the video (e.g., “The clean-up was good… throwing plastics into the sea was bad…”).

Analysis to make sense of the situation: Teacher presents key concepts via Google Slides (e.g. sustainability, circular economy, overfishing) to help students understand why these problems happen and how they influence marine ecosystems.

Conclusion about what was learned / what could be done differently: In pairs, students complete a short slide or Jamboard: “What have we learned?” and “What should people do differently to protect the sea?”

Action plan for future situations: Students use Canva or Google Slides to design a digital poster suggesting one concrete action for protecting the sea (e.g. reduce plastic, take part in beach clean-ups) and share it with the class.

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Maria Garapa, EB23 Caniço-Madeira, Portugal

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Maria Garapa, EB23 Caniço-Madeira, Portugal

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I am a maths teacher ans an etwinning enthusiastic, for this task, I would design a math lesson on fractions using GeoGebra and LearningApps. With GeoGebra, students can visually explore fractions by manipulating shapes, which helps visual learners. For students who need more practice, LearningApps provides interactive exercises with immediate feedback. To support creativity and collaboration, students could also use Canva to create posters explaining fractions in real-life contexts. This mix of tools allows each learner to engage with the content in a way that suits their needs while still working towards the same learning goal. This also could be an interesting collaborative work with etwinning partners.

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In my eTwinning project, small groups of my students work with their German partners to study a non-profit organisation engaged in environmental issues at an international level. The aim is to create a digital product that highlights the organisation’s work. Students exchange ideas and plan their tasks in the project’s TwinSpace forum.

1. Concrete experience
Students are introduced to several environmental NGOs and select one to study in depth. In mixed international teams, they research the NGO’s mission, projects, and impact using authentic online resources (official websites, reports, interviews). They share findings and initial ideas in the TwinSpace forum.

2. Reflective observation
After gathering information, students reflect on their process: What was easy or difficult to find? How do their partners perceive the NGO’s work? They compare national perspectives and reflect on cultural differences in environmental approaches, using forum discussions

3. Abstract conceptualisation
Teams identify key messages to communicate about the NGO and decide on the most effective digital format for their audience, evaluating which tools (Canva, Genially, Adobe Express, etc.) best fit their communicative goals.

4. Active experimentation
Students create the final digital product and present it during a live video meeting. Feedback from peers and teachers is used to improve the final output

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Last year I designed a music and coding lesson where students used Chrome Music Lab to explore rhythm patterns and then programmed a simple beat sequencer in Scratch. The goal was to integrate creativity with computational thinking while meeting varied learning needs.
I was excited about the cross-curricular link but also concerned about whether students with less technical experience would keep up. The interactive nature of Chrome Music Lab engaged almost everyone immediately, while Scratch appealed to students who enjoy problem-solving. However, some students needed more step-by-step guidance and others wanted more advanced challenges.
The lesson worked well because it combined visual, auditory, and kinaesthetic elements. The main gap was the lack of differentiated pathways in the coding activity, which meant some learners were either overwhelmed or under-challenged.
Next time, I would prepare tiered Scratch challenges and add optional “extension” tasks for advanced learners. I’d also create a visual guide for beginners.
For the next lesson, I will:

1. Provide three coding challenge levels in Scratch.

2. Assign peer mentors for beginners.

3. Include a reflection prompt at the end so students can share their own learning experience.

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Description:

I planned an A1 German lesson on “daily routines” using digital tools. I wanted to make sure all students, with different learning needs, could take part and understand. I used a slideshow with images, simple vocabulary videos, and an interactive quiz.

Feelings:

I felt excited to try the digital tools but a bit unsure if everyone would follow along at the same pace.

Evaluation:

The videos and images helped visual learners. The quiz was fun for most students, but some needed more time to read the questions.

Analysis:

The variety of tools worked well, but I should give clearer instructions before each activity and maybe offer slower-paced options for some students.

Conclusion:

A mix of visuals, audio, and interactive tasks makes learning German more accessible for all.

Action plan:

Next time, I will prepare two versions of the quiz (normal and slower-paced) and give students the option to work alone or in pairs so they can help each other.

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1. Description

I will create a lesson where students will have to use expressions in a foreign language to express their liking or dislike.

2. Emotions

I show them pictures of food and they express whether they like it or not.

3. Assessment

They solve simple digital exercises such as crosswords, memory games, and quizzes.

4. Analysis

Technology enabled all students to learn expressions at their own pace, including all types of learning.

5. Conclusion

The lesson became more fun, all students participated and were motivated to learn.

6. Action plan

I will continue to implement lessons where, with the help of technology, all students will participate and learn at their own pace.

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Gibbs’ Reflective Cycle – Adapting a Digital Lesson for Preschool

1. Description:
I need to create a digital activity that engages preschool children with diverse learning needs (including those with special needs), helping them understand the material through technology.

2. Feelings:
I feel excited about the potential of technology to support children’s learning but also a bit concerned about whether all tools will be accessible and suitable for every child.

3. Evaluation:
Simple digital tools like interactive tablet games, audio storybooks, or sound-based activities help children engage well. However, I must consider that not all children know how to use tablets or have access to them at home.

4. Analysis:
It is important to choose tools that can be used both in group settings and individually, with clear, simple controls. Also, combining digital activities with non-digital sensory play ensures all children can learn at their own pace.

5. Conclusion:
I should use easy-to-access and straightforward technology, such as interactive whiteboards, tablets with age-appropriate apps (e.g., audio stories, movement games), alongside traditional play activities.

6. Action Plan:

Use tablets with preschool-friendly interactive apps (audio stories, movement games).

Supplement digital activities with sensory materials and group games.

Involve parents by sharing short videos with tips for using similar tools at home.

Observe children’s engagement and discuss improvements regularly with colleagues.

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With google form,selph

ie for teachers

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Description:
I created a digital lesson on environmental protection for a mixed-ability class using tools like Google Slides, YouTube, and Padlet.

Feelings:
At first, I was unsure how to make it inclusive, but using technology gave me more options to differentiate content.

Evaluation:
Visual learners benefited from videos, while others enjoyed interactive tasks like quizzes and collaborative discussions on Padlet. All students were able to engage in different ways.

Analysis:
Technology allowed me to present content through multiple formats (text, audio, visuals, and interactive elements), which supported different learning needs and styles.

Conclusion:
The lesson was more inclusive, and students were more motivated. Clear instructions and structured use of digital tools helped a lot.

Action Plan:
I will continue adapting lessons with digital tools, always providing choices and scaffolding to ensure all students can participate meaningfully.

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Gibb's Reflective Cycle

1. Description:

The core challenge is to leverage digital technologies to create an inclusive learning environment where all students, regardless of their individual learning styles or needs, can engage with and comprehend the lesson material. This means moving beyond a "one-size-fits-all" approach and actively designing for differentiation.

For this example, let's consider a high school biology lesson on cellular respiration. We anticipate a range of learning needs:

Visual learners

Auditory learners

Reading/Writing learners

Kinesthetic learners

Students with processing difficulties

Gifted learners

2. Feelings:

Initially, facing such a diverse group can feel daunting. There's a pressure to ensure no one is left behind, and a concern about the time and effort required to prepare such a multifaceted lesson. However, there's also excitement about the potential of technology to genuinely personalize learning and the satisfaction of seeing all students succeed. The fear of technology glitches or student disengagement is also present.

3. Evaluation (What was good and bad about the experience):

Good:

Digital tools offer unprecedented opportunities for differentiation.

Increased student engagement when technology is used effectively.

Ability to provide immediate feedback and track progress.

Access to a wealth of resources beyond traditional textbooks.

Potential for students to work at their own pace.

Bad:

Requires significant upfront planning and resource curation.

Potential for technological issues (internet connectivity, device malfunction).

Risk of passive consumption of digital content if not designed for interaction.

Digital divide concerns – not all students may have equal access to devices or internet at home.

Managing multiple activities simultaneously can be challenging for the educator.

4. Analysis (Making sense of the situation):

The key to success lies in a blended learning approach that offers multiple pathways to access and process information. Instead of just presenting content, we need to design for active learning and provide choice. Technology should not replace the teacher but rather empower them to facilitate more personalized learning experiences.

For the cellular respiration lesson, we can analyze the core concepts and identify how different modalities can support understanding:

Complex processes: Visual aids (animations, flowcharts) are crucial.

Key terminology: Digital flashcards, interactive glossaries.

Energy transfer: Simulations, real-world examples.

Application: Digital labs, case studies.

5. Conclusion (What else could I have done?):

To effectively cater to diverse needs, the lesson design should incorporate:

Tiered content: Providing different levels of complexity for explanations and readings.

Multiple modalities: Offering information through text, audio, video, and interactive simulations.

Choice of activities: Allowing students to demonstrate understanding in ways that suit them (e.g., creating a diagram, writing a summary, verbally explaining).

Differentiated support: Providing scaffolding for struggling learners and extension activities for advanced learners.

Formative assessment: Embedding regular checks for understanding that can be quickly analyzed.

6. Action Plan (What am I going to do next time?):

Learning Objectives: Students will be able to:

Describe the overall process of cellular respiration.

Identify the key reactants and products of cellular respiration.

Explain the main stages of cellular respiration (glycolysis, Krebs cycle, electron transport chain).

Relate cellular respiration to daily life and energy production.

Digital Tools:

Learning Management System (LMS) (e.g., Google Classroom, Moodle)

Interactive Whiteboard/Projector

Online Simulation Platform (e.g., PhET Interactive Simulations, Labster if available)

Video Platform (e.g., YouTube, educational video platforms)

Interactive Quiz Tool (e.g., Kahoot!, Quizizz, Google Forms)

Digital Whiteboard/Collaboration Tool (e.g., Jamboard, Miro)

Text-to-Speech/Speech-to-Text Software (built-in or external)

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Maria Silva, Portugal, using Kolb’s experiential learning cycle

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Maria Silva, Portugal, using Kolb’s experiential learning cycle

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To effectively teach about climate change in a digitally enhanced classroom, it is important to design lessons that meet the diverse learning needs of all students. Using Kolb’s experiential learning cycle as a guide, this example shows how teachers can create an inclusive and engaging lesson with the Digipad platform. The lesson combines multiple modes of learning and communication to ensure every student can participate, reflect, and apply their understanding in a way that suits them best.

1. Concrete experience:
Show an accessible video with captions and sign language interpretation explaining climate change and its effects. For students who prefer reading, provide a transcript or summary. Ask students to write or record a short reflection (audio or text) about how climate change impacts their local environment, using Digipad’s journal feature. This supports different communication preferences (visual, auditory, linguistic).

2. Reflective observation:
Students explore interactive infographics and images on Digipad that include alt text for visually impaired learners. Students then discuss their observations in groups using Digipad’s chat or voice discussion options, so students can choose their preferred mode of participation (writing or speaking). Provide guiding questions to help focus their reflection.

3. Abstract conceptualization:
Provide a readable article with simplified language and a glossary of key terms. Using Digipad’s collaborative whiteboard or mind mapping tool, students work together to link causes, effects, and solutions. For learners needing extra support, offer graphic organizers or sentence starters to scaffold their contributions.

4. Active experimentation:
Students create a personal action plan using Digipad’s project workspace. They can choose to present it as a written plan, audio recording, video, or digital poster—allowing for varied expression. Encourage peer feedback using comments or voice notes, supporting different communication styles. The teacher provides individualized feedback based on each student’s needs.

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Autobiographical lens
Reflecting on my past experiences, I know that when I introduce a new digital tool or resource, not all students respond equally. Some engage immediately, while others struggle with the interface, pace, or volume of information. I remember a project where I used an interactive timeline app—it was visually appealing and dynamic, but some students with visual processing difficulties found it hard to navigate. That experience taught me the importance of offering alternatives and not assuming one digital format works for all.

Student lens
I’ve collected feedback through simple online forms or classroom discussions where students share what helped them most. Many appreciate when content is presented in multiple formats—video, text, visuals—and when they can access it at their own pace. Students with language difficulties, for example, benefit greatly from captions or audio support. This reminds me that differentiation isn’t just about task level but also about how information is delivered and how students are invited to respond.

Colleague lens
Talking with colleagues has shown me new tools I hadn't considered, like using Digipad for collaborative brainstorming or Genially to create interactive lessons with embedded scaffolding. Some peers have shared how they use tools like BookCreator or Canva to let students express themselves differently—through comics, voice recordings, or visuals. These exchanges reassure me that I'm not alone in facing this challenge and that practical, creative solutions exist.

Theoretical lens
Educational research emphasizes Universal Design for Learning (UDL) principles—offering multiple means of representation, action, and engagement. This framework aligns closely with digital pedagogy and has helped me be more intentional when planning. I now think not just about what I want students to learn, but how they access content, how they express their understanding, and how they stay motivated.

Conclusion and application
For my next lesson on environmental issues, I’ll use a combination of tools:

A short explainer video with captions and transcript (for varied input)

A Digipad board where students can respond with text, drawings, or audio

A choice between a quiz, infographic, or voice memo for assessment

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Challenge Accepted: Using Gibbs’ Reflective Cycle

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Challenge Accepted: Using Gibbs’ Reflective Cycle

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1. Description

The challenge is to design a digitally enhanced lesson that addresses diverse learning needs using technology. I chose to develop a science lesson on the water cycle for a mixed-ability classroom, incorporating multiple digital tools to cater to different learning preferences.

2. Feelings

Initially, I felt excited about integrating digital tools but also slightly overwhelmed by the need to meet such a wide range of student needs. I was concerned about how to balance engagement, accessibility, and learning outcomes within one lesson.

3. Evaluation

The lesson included a short interactive video on Edpuzzle with embedded questions to introduce the water cycle (for visual and auditory learners), a Google Slides presentation with visuals and key terms, a collaborative Padlet for group brainstorming, and text-to-speech tools for students with reading difficulties.
Positively, students were highly engaged, and the embedded questions helped with formative assessment. However, a few students struggled with navigating multiple platforms, and there were minor technical issues with logins.

4. Analysis

This experience highlighted how digital tools, when used thoughtfully, can address varied learning styles:

Visual learners benefited from diagrams and animations.

Auditory learners engaged with narrated videos.

Kinesthetic learners interacted through drag-and-drop tasks and digital drawing.

Students with SEN (Special Educational Needs) accessed content through audio supports and simplified text.
However, too many tools can overwhelm learners, especially those with executive functioning challenges or low digital literacy. The need for smooth transitions and clear instructions became apparent.

5. Conclusion

The lesson was mostly successful, especially in increasing engagement and supporting differentiated instruction. The key takeaway is that digital tools are most effective when fewer are used well, and students are explicitly taught how to use them. Consistent tool use builds familiarity and confidence.

6. Action Plan

In future lessons:

I will stick to 1–2 digital tools per lesson to avoid overload.

I will prepare short tutorial videos or visual guides on using the tools.

I’ll gather student feedback regularly to understand which tools best support their learning.

I will continue exploring tools aligned with Universal Design for Learning (UDL) principles to reach all learners more equitably.

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As educators we should integrate digital technologies , in our teaching system, as they ensure their effectiveness for diverse learning styles within a single classroom.

In my teaching system , I've embraced this challenge by using various tools. Those technological tools have helped me in organizing lessons by topic, level, and activity, providing a wealth of resources tailored to various learning needs.

Furthermore, by sharing my lessons and activities, I hope to inspire and empower other educators to use similar approaches in their own classrooms.

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Before you decide what technology to use, you need to understand your students' needs and preferences. You can use surveys, polls, quizzes, or feedback forms to gather information about your students' learning styles, goals, challenges, interests, and expectations. You can also use analytics tools to track their online behavior, engagement, and performance. This will help you tailor your teaching to their diverse needs and preferences, and avoid assumptions or stereotypes.Before you decide what technology to use, you need to understand your students' needs and preferences. You can use surveys, polls, quizzes, or feedback forms to gather information about your students' learning styles, goals, challenges, interests, and expectations. You can also use analytics tools to track their online behavior, engagement, and performance. This will help you tailor your teaching to their diverse needs and preferences, and avoid assumptions or stereotypes.

Not all technology is equally effective or accessible for all students. You need to choose technology that is relevant, appropriate, and accessible for your learning objectives, content, and context. You also need to consider your students' access to devices, internet, software, and technical support. You can use accessibility checkers, guidelines, and standards to ensure that your technology is compatible with different browsers, platforms, and assistive devices.Not all technology is equally effective or accessible for all students. You need to choose technology that is relevant, appropriate, and accessible for your learning objectives, content, and context. You also need to consider your students' access to devices, internet, software, and technical support. You can use accessibility checkers, guidelines, and standards to ensure that your technology is compatible with different browsers, platforms, and assistive devices.

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The use of digital digital technology is very useful in creating interactive lessons, engaging and participatory activities for students.

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Students process information in different ways according to their learning styles: visual, auditory, and kinesthetic. Technology is able to increase engagement, collaboration, and student learning. Topics can be presented through power points for visual learners, for auditory learners teachers can play recorded lessons, and for kinesthetic can be organized interactive activities. Quite often books already offer different activities based on different learning styles, tailored on students' needs. The flipped classroom learning model enables students to absorb content in a way that respects learning rhythms.

We can also say that technology helps students develop critical thinking skills.

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We discussed animating our pictures with artificial intelligence in class with the students. Description of students' activities or students,- Students drew pictures of their favorite heroes.We animated the pictures they drew with an artificial intelligence program. They were very happy. The lesson was very fun.

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We can use all the digital tools in the world, and create great lesson sequences so that students can work independently, but if we leave them alone in front of their computers, they won't manage without the help of a real-life teacher.

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Title

A digitally enhanced lesson on Cybersecurity

Objective

To explore different aspects of the cybersecurity issue based on the triptych of threats or risks- safeguards-countering cyber-attacks, through a digitally enhanced lesson that accommodates diverse learning needs according to Kolb's Learning Cycle.

Learning Outcomes

1.Understand the importance of cybersecurity in personal and professional contexts.

2. Identify common cybersecurity threats and vulnerabilities.

3. Explain how physical and digital security measures protect digitized information

4.Apply cybersecurity knowledge in real-world scenarios.

Lesson Structure

Concrete Experience Activities

1.   Engage students with a brief discussion on recent newspaper articles on cybersecurity incidents both in personal and professional contexts.

2.   Ask students to reflect on their experiences on cybersecurity.

Reflective Observation Activities

3. Separate students into groups. Provide each group with multimedia content such as text, videos, and infographics to explore different cybersecurity threats and vulnerabilities.

4.Give opportunities for group discussions and reflection on the presented material.

Abstract Conceptualization Activities

5. Deliver the core concepts of cybersecurity and security measures, through a mix of multimedia presentations, online articles, and interactive tutorials.

**Customize the content to suit different learning styles:

·Visual learners: Infographics, mind maps illustrating cybersecurity principles.

·Auditory learners: Videos or podcasts discussing key cybersecurity topics.

·Reading/Writing learners: Access to articles, blogs, and eBooks on cybersecurity.

·Kinesthetic learners: Hands-on activities like virtual labs or simulations to practice cybersecurity skills.

Active Experimentation Activities

6. Facilitate hands-on ethical hacking activities where students apply cybersecurity principles in simulated environments.

7. Provide access to online platforms or tools for students to explore cybersecurity concepts independently and experiment with different security measures e.g. create strong passwords.

8. Assign group projects requiring students to analyze real-world cybersecurity incidents and propose solutions.

Evaluation-Reflection

· Conduct formative assessments throughout the lesson.

·Offer constructive feedback and opportunities for self-assessment to foster continuous learning and improvement.

·Use reflection tools as Summarizer 123 for students to reflect on what they learned.

Technology Integration:

Learning Management System, communication and collaboration tools, digital and online resources, cybersecurity simulation platforms

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Description: I need tools, which will make it interesting for students to learn about regular polygons.

Feelings: I am excited to find new ways to use technology to help my students.

Evaluation:

Are the digital tools that I have chosen suitable for my students (I chose Padlet for posting photos of polyhedrons, Kahoot for repetition in the introductory part of the lesson and Geogebra)?

Are the tools easy to use and free?

Analysis: I need to make sure that students learn to use technology.

Conclusion: I will find tools that suit everyone (Conceptboard - it's easy to use, Padlet, Kahoot, Plickers).

Action plan: I will look for new tools, learn about the use of new technology.

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I would use Kolb's Learning Cycle to prepare a lesson about Energy for Kids at alimentary school.

1. Concrete Experience: Use PhET platform so pupils can explore how object moves.

2. Reflective Observation: Use of Google Forms so I want to know how students can explain why certain phenomena occur.

3. Abstract conceptualization: Use PowerPoint to illustrate basic principle of Energy.

4. Active experimentation: Use of Storyboard app in which students represent the principle of conservation of energy applied in daily life.

This is my lesson plan!

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Reflection Model: Gibbs' Reflective Cycle

Description: In my classroom, I find it hard to use digital tools that help all students learn well. Some get it quickly, but others need more help.

Feelings: Sometimes I feel frustrated because I want everyone to do well. But I'm also excited to find new ways to use technology to help all my students.

Evaluation: I need to check if the digital tools I use are right for all students. Are they easy to use? Do they help everyone learn?

Analysis: Just using technology isn't enough. I need to pick tools that can change for each student. I also need to make sure everyone knows how to use them.

Conclusion: I'll find new tools that work for everyone. I'll ask students what they think too.

Action Plan: I'll look for new tools, learn more about using technology, talk with other teachers, and keep trying new things.

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As an English teacher I am lucky because my materials are digital and I have many resources to use. One of the lessons could be e.g.: Students watch a video about 2 girls being adopted but taken apart and grown in different countries. First, they describe what they saw (facts), then what they felt while watching it (feelings) and then they evaluate (what was good and bad) - all of it using menti or linoit to give responses. Then in smaller groups of 3-4 they make an analysis (they explore options for the girls, what might have happened to them if not taken apart, adopted, etc.), then make conclusion (what they learnt about human nature development and genes from the video).

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Educational path : "The figure of Queen Boadicea and the clash with Roman culture",  related to the UDA of civic education that addresses the issue of gender equality goal 5 of the 2030 Agenda. The content choices aim to arouse students' interest, to enhance written and oral comprehension and production skills through the use of teaching strategies aimed at differentiating the proposed materials, working in both homogeneous and heterogeneous groups in terms of linguistic competence with a view to promoting the learning of all students

Step 1: Brainstorming in open class using mentimeter open-ended questions: What do you remember of the Celts and the Roman? What was the role of women in their society? Discuddion and questions to guide the discussion.

Step 2: Watch the video « Boadicea, the warrior queen » (https://www.history.com/news/who-was-boudica);

The teacher prepares a questionnaire with comprehension questions differentiated according to language skills.

Step 3: Jigsaw activity for similar-ability groups - each group receives the same text but differentiated by ability. Students will have to read the text, fill in the CV of the female figure and create her avatar. A template is provided with different instructions for each group.

Step 4: CV and avatar are uploaded on a collaborative wall and each pupil is invited to comment.

Step 5: Students are asked to think of a contemporary character that bears similarities to Queen Boadicea. Students will have to write a short text comparing the two figures. The texts will be published on the padlet or other collaborative wall and students will be invited to vote for the character closest to the queen.

Step 6: In mixed-ability groups, students will have to write a theatrical mini-text imagining the encounter between Queen Boadicea and the chosen contemporary character. The teacher provides each group with a format with points to follow for the writing of the text (e.g. title, roles, plot, setting, etc.).

Step 7: Each group will be invited to act the written text.

However, all the activities listed include moments of revision and in-depth analysis of the grammatical structures useful for carrying out each task.

Evaluation :  during the course through observation rubrics aimed at assessing the effectiveness of the teacher's strategy of differentiation and individualization of content, the effectiveness of group work and the degree of interest and participation of the students. Self-assessment of pupils. Testing and evaluation of pupils' progress.

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The specificity of my work at the department involves the most structured approach to teaching so that students with special educational needs can learn and apply the acquisitions and knowledge in practice. In general, the activities carried out integrate technology and the AI ​​system during the educational instructional process, with an important impact on learning.

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The task that the children must carry out is that of a Stem activity on the states of water. The firsSecondo Step sarà rappresentare graficamente il ciclo dell'acqua e l'acqua con le sue caratteristichet step is to watch a video that talks about water.

The third phase involves a laboratory activity where children will be able to see how the state of water changes from liquid to solid to gaseous by raising or lowering the temperature.

The last step involves reflection and practice on the entire activity carried out with personal considerations and learning

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When following ELT, with 1st graders learning about the 5 senses, specifically taste:

1) Experience - Give them some foods that are salty, sour, and sweet, and explain how different parts of their tongue taste different categories of flavors. They will put the food against different parts of their tongue to experience what you are telling them.

2) Reflection - Give them a worksheet to color-code which category of food matches which part of the tongue.

3) Conceptualization - Ask them to think of more foods that could be tasted by a given part of the tongue. What would happen if one part of your tongue didn't work?

4) Experimentation - When can they test their theories? What about with their lunch? What if they hold their nose, so that they can't smell what they are tasting? What difference would that make?

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Hello from Palencia (Spain).

Students have to present some popular fairy tale suggeste by the teacher of English. The teacher has created some digital tools were the students must upload their findinds.

Prezi: here the aeacher divides the studens in groups and assgns them their duties.

Pudlet: here hte students uplead the plet of eache tale and some pictures of it.

Linoit: here, the students present the heroes and the most strikking elements of their character.

Hamboard: here the students writhe the conclusions of the tales and what they teach us.

Chat GPT: here, the sutdents ask the questions they want with the heroes of the tales.

Google Forms: here, they give their feedback.

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Plan:

1. Analyze the level of prior knowledge about the topic that the students currently possess.

2. Adapt the lecture content to the students' level of prior knowledge and the planned learning outcomes.

3. Choose adequate digital tools. For example, there are tools that better support math lessons, while others better support English language lessons.

4. Analyze which pedagogical and didactic model to apply with the use of digital tools.

5. Analyze the acquired experience of applying tools to improve their future application.

6. Provide feedback from students.

7. Analyze students' opinions, make conclusions, and apply them in further work.

8. Analyze the experiences of other colleagues to improve the application of digital tools in teaching.