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We can bridge-in by sharing a relevant story, a picture that is relevant to the topic, or a video clip to give the class first impression.

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State clearing what the learner is expected to get out of the lesson.

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Can use a quiz, or survey to evaluate the leanings prior knowledge on the topic

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Can ask a question or a case study and group students, then give them a chance to present to the class and give the class time to critique their colleagues. Then teacher gives feedback for each group.

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Can give a quiz, ask what was the most important things they learned during the lesson, what was not clear or question that needs more clarification

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Can give summary on the main points, thank the learners, and introduce the next topic.

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The teacher broke the ice with introduction.

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She asked the participants about their pre-existing knowledge of Haiku

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she asked the group to make a haiku of their own

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In the end, she summarized and recapped what they learnt.

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The teacher specified learning objectives/roadmap

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She explained what a haiku is and how to create one with examples.

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The teacher had an ice breaker using the poem

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the learning outcomes were stated clearly after the ice-break

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The teacher was interested in knowing what the participants knew about the Haiku

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The teacher first explained have a Haiku involves and then asked the participants to pair up and develop a Haiku

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She asked the questions about what a haiku consists of

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The teacher gave a summary of the lesson and thanked the learners.

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the teacher shares story which is relevent to her topic in an interesting way to engage the student

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teacher clearly defines the objective of the session that what is expected from the student .

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teacher ask the students about the topic to assess their knowledge i.e. how much they know

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teacher engages the students actively and make them participate by asking them to write their own poem

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student present their work and teacher give them feed back individually

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in the end teacher summarize the important features and students also rephrase it

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The teacher asks the students if they know of any types of poems in the Urdu Language in order to establish relevance of the upcoming topic

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The teacher outlines the learning objective of the session being to learn about Haikus

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The instructor asks the class what they know about Haikus- the characteristics and special features about them

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She teaches about Haikus with examples and then gives an opportunity to the class to "think-pair-share"

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Few pairs of students presented their Haikus to the class and along with the instructor they made sure it qualifies to be a Haiku

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The teacher reiterated the main concepts of a Haiku and provided some more examples

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The teacher introduces the topic by asking the students if they know types of poems. She reads a poem to engage the learners.

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the teacher specifies what is expected at the end of the session

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She asked the learners what they knew about the haiku poem

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Teacher asked the students to actively participate by pairing them ,and giving a time frame .

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Teacher asked the students to present te haiku, and gave them the feedback

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Teacher summarised and recapped the session

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Teacher finds out what they already know about HAiku and recalls their prior knowledge by testing on examples and telling example herself

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She shares she wants students to creat a HIKU which is what she aims to do. But this aspect she discusses after pre-assesment

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teacher gives example first solve it herself and then and assesses for others too by involving them

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This is where she introduces main activity and start group work

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By discussing group work she is gving feedback and reviewing if they are doing it well. so i would say integrating participatory learning with assesment

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she is integrating assesmnet with summary to reiterate . not a fine line or definition followed which is what is good becayue youc cant always demarkate... its cross over roads

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Teacher asked students about different poems to gain their attention

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Teacher clearly states the outcome of the session

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The teacher actively involves the learners by asking them to activity in pairs

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The instructor finds out what the learners know about syllabos

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The instructor asks the learner present their work and gives feedback

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The facilitator started of with a statement/question about poems.
She then asked a question - which to me was a reinforcement of the hook on poems.

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After providing an exposition both by definition and by example.
The facilitator was then able to easily articulate what the outcome of the session was.  The design of a Haiku.

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The facilitator asks the learners if they know poems from different cultures.

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Two-fold
1st
When the facilitator asked participants to give examples of poems in their mother tongue (Urdu) and then
2nd
asked them about their understanding of the word Haiku.

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When participants were asked to develop a Haiku collaboratively (in pairs).

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Once the bridge-in was done, the facilitator explained clearly the outcome of the activity.

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When the facilitator asked participants to share their Haikus.
There was also an aspect of peer-assessment.

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The facilitator recapped the definition of a Haiku
3 lines
1st and 3rd lines -5 syllables
2nd line - 7 syllables
and then shared additional examples.

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The facilitator inquired from the learners about their knowledge of poems in other languages.

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The learners were put in small groups to create a poem which matches the concept of the haiku.

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The facilitator reiterated the concept of the Haiku to the learners and they jointly participated in refreshing their understanding of the same.

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The facilitator asked the learners to create a Haiku of their own.

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bridge in can be don by sharing a video or an emotional story in relation to the topic to be taught

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This statement specifies how much the learner is expected to learn in a specified period of time

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pre assessment is not only  assessing the learner on how much they knowbut also enables the teacher to know how far she should go and also helps her to identify the resourceful learner

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in cases of online teaching a task can be given and a white board and or breakout rooms are created to allow learners to participate actively