# data[].attributes.body
1. Who are the participants? What are the learning outcomes?

Participants: 30 diverse learners (international, working professionals, varied learning styles) and Ms. Pendo (trainer).

Learning Outcomes: Understand leadership styles, analyze their impact on decision-making, apply them to real-life cases, and reflect on personal experiences.

2. Were the participants fully engaged? Why or why not?

No, only partially engaged.

Verbal learners participated actively; introverts and slower processors struggled. Some international learners couldn’t follow the fast pace.

3. What strategies were used to make learning inclusive and inviting?

Mixed activities (lecture, group work, reflection).

Small group discussions.

Written reflection helped quieter learners contribute.

4. If this were your session, what might you do differently next time?

Share materials before class.

Use visual aids and role cards.

Allow more time for reflection.

Include digital tools for non-verbal participation.

Offer choice in how learners contribute.

# data[].attributes.body
TASK

a) Who are the participant? What are the learning outcomes.

-Adult learners-aim at equipping participants with skills in renewable energy solutions, waste management and green building techniques.

b) Were the participants fully engaged? Why or Why not?

They were not fully engaged because

-most session the trainer used lecture methods with minimal hands -on activities due to limited space and equipment.

-trainers were new to teaching new curriculum where they struggled with a large class management and learner engagement

- due to large class trainer was not able to individualize attention.

c) What strategies were used to make the learning inclusive and inviting?

- There was minimal hands-on activities which means there was no inclusive and inviting learning because most classes were conducted through lecture, no individualized attention, there was limited access to hands-on equipment, there was rely on digital materials but lac internet access, and diversity of learners was not catered for.

d) If this was your session, what recommendations do you have related to the assigned problem areas? Why?

-consideration must be put on learners diversity needs through applying UDLprinciples

-learning outcome must align with the learners need and level of competence

-the class size to be reduce so as to have individualized learner attention

- improve and increase learning resources to provide hands-on activities for all and provide stable internet.

- make training flexible due to time constrains for the learners juggling with jobs, family responsibilities and work conflict.

- due to new curriculum, trainers need to be retooled with new active teaching/learning and classroom management strategies with learner engagements

# data[].attributes.body
Life is a continuous journey of becoming, where each choice, challenge, and step forward shapes the future we create.

# data[].attributes.headline
Kindly double click to open the document

# data[].attributes.subject
Kindly double click to open the document

# data[].attributes.body
Gichuhi

1The leaners were form four leavers and were all diverse in various aspect.

learning outcomes

outline renewable energy sustainability principles

install solar panels

carry out energy audits

2 The learners were not fully engaged. The teacher used mainly lecture method which make the learners passive and not active learners

3 In my view there were no strategies to learning inclusive and inviting. The learner were diverse and the teacher did not make any plan to meet the specific learners needs. There were slow learner in class and learners who could make it class because of conflict on the working hours

4 strategies to use

subdivide them into groups according levels of learning , working and not working

use active learning strategies to meet the specific requirement for each group

plan for blended learning to able to cater for the working group

# data[].attributes.body
Gichuhi

1 The participants were international students and the learning outcomes were

1. train on leaderships styles

2. train on decision making process

2 some learners were engaged while others only participated during refection of the session, The reason is because of the method teaching used which was not engaging all the learners

3 case study and group discussion were used and was inclusive and inviting to most learners. However some learners were only engaged during refection of the session

4 If this was my session i would avoid use of lecture method and use various strategies like kahoot to engage all learner, use padlet for class discusion. use thin pair and share and exit ticket. This would ensure all are engaged during my session

# data[].attributes.body
Who are the participants? What are the learning outcomes?
The participants are recent high school graduates, working professionals, and career changers, including some with learning disabilities. The learning outcomes focus on both theoretical knowledge (sustainability principles) and practical skills (e.g., solar panel installation, energy audits).

2. Were the participants fully engaged? Why? Why not?
No, the participants were not fully engaged. Engagement was limited due to diverse learning needs, varying levels of prior knowledge, large class size, limited resources, time constraints, and a lecture-heavy approach with minimal hands-on activities.

3. What strategies were used to make the learning inclusive and inviting?
some practical training equipment was available, though limited. The curriculum attempted to balance theory and practice, but inclusivity and engagement strategies were not fully developed.

If this was your session, what recommendations do you have related to the assigned problem area? Why?
I would recommend adopting active learning strategies such as group work, peer teaching, and case-based projects to accommodate diverse learners and reduce lecture dominance. Differentiated instruction, flexible pacing, and use of low-cost simulations or models would help bridge resource gaps.

# data[].attributes.headline
Christine Nyaga:Case Study Response; Bidii College*

# data[].attributes.subject
Christine Nyaga:Case Study Response; Bidii College*

# data[].attributes.body
1. Who are the participants?

The participants are a diverse group of 60 adult learners, including recent high school graduates, working professionals, career changers, and individuals with learning disabilities. They vary in experience, digital access, and learning needs.

2. What are the learning outcomes?

- Theoretical understanding of sustainability principles.

- Practical skills in renewable energy solutions, such as solar panel installation, waste management, and conducting energy audits.

3. Were the participants fully engaged? Why or why not?

No, in my opinion the engagement was low due to:

- Diverse learning needs not being adequately addressed.

- Limited access to practical tools and hands-on learning.

- Over-reliance on lecture methods.

- Poor digital access and inconsistent attendance due to personal commitments.

- A new trainer still adapting to teaching methods and class management.

4. What strategies were used to make the learning inclusive and inviting?

Traditional methods of training were used to include non interactive lecture was used, with minimal differentiation or adaptation.Thus the active learning strategies were not used

5. Recommendations:

I would recommend:

- Adopt UDL (Universal Design for Learning): Offer content in multiple formats (visuals, videos, print), and allow varied methods of expression (e.g., presentations, practical demos).

- Group Learners by Experience: Peer learning between experienced and new learners can build confidence and fill knowledge gaps.

- Blended Learning: Provide multiple learning approach for flexibility

- Active Learning Strategies: Introduce varied strategies for inclusivity and engagement of all learners.

- Capacity Building for Trainer: Offer mentorship, co-teaching, or CPD in classroom management and inclusive teaching.

- Resource Planning: encourage creativity , group learners and use simulation to tackle limited equipment.

- Classroom Layout: Rearrange seating to promote collaboration and interaction.

# data[].attributes.body
Who Are the Participants?

The class is made up of a diverse group of adult learners:

Recent high school graduates seeking foundational knowledge.

Working professionals looking to upskill or pivot into sustainability roles.

Career changers entering the field for the first time.

Learners with disabilities who require tailored support and accommodations.

Individuals with varying levels of technical experience, from hands-on practitioners to complete novices.

What Are the Learning Outcomes?

The curriculum aims to deliver:

Theoretical knowledge: Understanding sustainability principles, environmental impact, and policy frameworks.

Practical skills:

Solar panel installation

Conducting energy audits

Waste management techniques

Green building practices

The goal is to prepare learners for real-world application in sustainability-focused careers.

Were the Participants Fully Engaged?

Not entirely. Engagement was uneven. Here's why:

Mismatch in skill levels: Advanced learners found the pace slow, while beginners struggled with technical content.

Limited hands-on activities: The lecture-heavy format didn’t cater to kinesthetic learners or those needing experiential learning.

Accessibility issues: Learners with disabilities and those without internet access faced barriers to participation.

Trainer inexperience: The instructor’s lack of teaching experience affected classroom management and learner motivation.

Time conflicts: Many learners missed sessions due to work and family obligations, disrupting continuity and engagement.

What Strategies Were Used to Make Learning Inclusive and Inviting?

From the case study, it appears few inclusive strategies were implemented so far. They include:

Digital materials for remote access (though not universally accessible).

Group sessions that may have encouraged peer learning.

Curriculum adjustments underway as trainers respond to feedback.

Still, the lack of differentiated instruction, adaptive technologies, and flexible learning formats limited inclusivity.

Recommendations to Improve Engagement and Inclusivity

If this were my session, I’d focus on five key areas:

1. Differentiated Instruction

Use tiered activities: Offer beginner, intermediate, and advanced tasks within the same lesson.

Create learning pathways: Let learners choose tracks based on their experience level.

2. Blended Learning Model

Combine in-person sessions with offline materials (USB drives, printed guides) for those without internet.

Record sessions for asynchronous access.

3. Universal Design for Learning (UDL)

Incorporate visual aids, hands-on demos, and interactive simulations.

Use captioned videos, screen readers, and simplified texts for accessibility.

4. Peer Mentorship & Small Group Work

Pair experienced learners with novices to foster collaboration.

Break the large class into smaller working groups for projects and discussions.

5. Trainer Support & Professional Development

Provide the instructor with pedagogical training, especially in adult education and inclusive teaching.

Assign a co-facilitator or teaching assistant to help manage the class and support learners.

Why These Recommendations Matter

They respect learner diversity, making education more equitable.

They boost engagement by aligning content with learners’ needs and contexts.

They empower the trainer, turning expertise into effective teaching.

They maximize limited resources, using creativity and collaboration to overcome infrastructure gaps.

# data[].attributes.body
1. Who are the participants? What are the learning outcomes?

By the end of this session the trainee will be able to:

1. List sustainability principles as taught in this unit.

2. Install solar panels following industry standards.

3. Conduct energy audits according to industry standards.

2. Were the participants fully engaged? Why? Why not?

The participants were not fully involved due to limited resources and diversity in the class.

3. What strategies were used to make the learning inclusive and inviting?

The sessions are lecture-heavy, which is not an appropriate strategy, considering the profile of the class. Some have technical knowledge while others struggle with basic knowledge and skills.

4. If this was your session, what recommendations do you have related to the assigned problem area? Why?

The trainer can begin with a simple test to help them understand their learners better. They can then proceed to apply active learning strategies such as group discussions to cover the Principles. Peer teaching can then be applied in learning Installation where trainees with industry experience will take the lead.

The class can then proceed with case studies to learn how to conduct power audits. The trainer can also use tools such as Padlet to get feedback from learners and provide necessary assistance.

# data[].attributes.body
Who are the participants? What are the learning outcomes?
-The participants are recent high school graduates, working professionals and career changers. The Learning Outcomes are:

-To equip participants with skills in renewable energy solutions, waste management and green building techniques
Were the participants fully engaged? Why or why not?
-The participants were not fully engaged because of the following:
i) limited access to hands-on training equipment
ii) Trainers still adapting to new training methods
iii) Instructor struggling with classroom management
iv) Poor learning environment due to limited space, outdated equipment and poor wi-fi connectivity

What strategies were used to make the learning inclusive and inviting?
-Clearly, there were no strategies used to make the learning inclusive and inviting!

If this was your session, what recommendations do you have related to the assigned problem area? Why?
If this was my session, i would recommend the following to the assigned problem:
i) Create an All-inclusive learning environment that includes all participants, including those with learning disabilities
ii) Incorporate Active Learning Strategies like Jig-saw and peer training, so that those with hands-on experience can train those without
iii) To create a new curriculum for the Recognition of Prior Learning (RPL) in order to assess and certify those with hands-on experience
iv) Down-size the large class groups into smaller, manageable ones. This is to give room for provision of individualised attention
v) Replace the outdated equipment and replace them with the modern ones
vi) Add more training resources to cater for the large number of participants
vii) Provide stable internet connectivity
viii) To re-tool all the trainers on the Active Learning Strategies, classroom management and learner engagement

# data[].attributes.body
1. Who are the participants?

-they are adult students at bidii college, joining as recent high school graduates, with varied experience and different learning approaches.

2. Learning outcomes .

-To understand how renewable energy, waste management, and Green technology work,

To apply the practical approach in harnessing renewable energy, managing wastes appropriately and promoting green building technology for a sustainable future.

3. Were the participants fully engaged?, why? why not?

The participants were not fully engaged because of the following;

-the class size was too big for a single trainer,

the trainer struggled to manage the class,

The implementation of the new curriculum for the first time was a headache,

access to training equipment was limited.

Some learners were juggling between job and family responsibilities, which made them miss classes at times.

some lacked internet at home which made it difficult for either asynchronous or synchronous sessions

a blend of slow and fast learners which were not effective with the trainer.

4. What strategies were used to make learning inclusive and inviting

use of both theory and practical approach, although didn't materialize as fast as had been anticipated with the new curriculum.

availability of a new curriculum to guide the activities needed to be undertaken.

Presence of wifi connection in the institution( although it was inconsistent)

session time was made to occur twice a week

presence of training equipments ( although some were outdated).

5. Recommendations if this was my class

Always make the Occupational standard available to help guide the course,

Requisition of advanced equipment for accurate results

Recommend installation of a stable internet connection for better learning.

Break the class into smaller groups for easier management

offer pastoral care to slow learners/ after class coaching.

Use a wide variety of active learning strategies to accommodate all learners needs.

Promote the aspect of peer learning and reviews to help bring aboard the slow learners and those without prior knowledge and skills.

# data[].attributes.body
1. who are the participants?what is the learning outcomes?

the participants were adiverse group of learners that includes working professions,highschool leavers.

The learning outcome was application of green energy.

Installation of solar panels for sustainability.

2.were the participants fully engaged?why?

NO. because due to limitations of facilities to implement engagemnt, new curriculum that was not tested, limited resources and a diverse learners that would pose challenges to the trainer in handling and management.

3.What strategies were to make learning inclusive and inviting?

divide the learners into groups to encorage collaborative learning ,manage them well and able to share limited resource since the session was practical and theoretical use technology ie online distant learning to cater for all learners.

4.If this was your session what would you do differently reccomendation

if this was my session and due to many limitations i would employ strategies such as, collaborative group discussions, peer teaching, and online sessions because of the large class,different learner levels and to carter for working professions in the group.

# data[].attributes.body
1. Who are the participants? What are the learning outcomes?
The participants include recent high school graduates, working professionals, and career changers with diverse backgrounds and learning needs. Some have prior hands-on experience, while others are beginners. The learning outcomes focus on both

Theoretical knowledge (sustainability principles) and

Practical skills (solar panel installation, energy audits, and waste management techniques).

2. Were the participants fully engaged? Why/Why not?
No, participants were not fully engaged. The diversity in prior knowledge caused some learners to struggle with technical content while others felt the pace was slow. Large class size, limited resources, and time conflicts also reduced active participation. Additionally, the lecture-heavy approach limited practical engagement.

3. What strategies were used to make the learning inclusive and inviting?
Efforts included providing digital learning materials and designing a curriculum that combined theory and practical skills. However, inclusivity was limited since learners with disabilities, those lacking internet access, and those needing individualized support were not adequately accommodated.

4. If this was your session, what recommendations do you have related to the assigned problem area? Why?
I would:

Use active learning strategies (jigsaw, peer teaching, role-play) to engage learners at different levels.

Apply Universal Design for Learning (UDL) principles to support diverse needs, including learners with disabilities.

Blend theory with simulations or case studies when equipment is limited.

Introduce small group projects to provide peer support and individualized feedback.

Leverage flexible delivery modes (recorded sessions, handouts) for those who miss classes.
These recommendations address engagement challenges by making learning more collaborative, accessible, and practical despite constraints.

# data[].attributes.body
Bidii College Case Study Presentation

Bidii College Sustainability Curriculum

& Inclusivity Analysis

👥 Who Are the Participants?

👩‍🎓 Recent high school graduates

👨‍🔧 Working professionals

👩‍💼 Career changers

♿ Learners with disabilities

🎯 What Are the Learning Outcomes?

✅ Understand sustainability principles

✅ Install solar panels

✅ Conduct energy audits

✅ Apply green building techniques

⚠️ Were Participants Fully Engaged?

❌ Diverse learning needs unmet

❌ Lecture-heavy format

❌ Limited hands-on activities

❌ Time conflicts & large class size

💡 What Strategies Were Used to Make Learning Inclusive?

💡 Digital materials for remote access

💡 Mixed theory and practice

💡 Trainer adapting methods

⚠️ Limited effectiveness due to resource constraints

🛠️ Recommendations

✅ Differentiated instruction → Peer mentoring

✅ Blended learning → Online + in-person

✅ Hands-on micro-labs → Rotating stations

✅ Trainer support → Mentorship & classroom tips

✅ Flexible scheduling → Weekend/evening catch-ups

🧠 Why These Recommendations?

“These strategies address diverse needs, improve engagement, support trainers, and maximize limited resources.”

# data[].attributes.wish_content.attachment_props.alternative_text
image on Flickr on Universal Design for learning

# data[].attributes.attachment_link.title
Whiteboard explainer | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Sign up for free to create engaging, inspiring, and converting videos with Powtoon. Make an Impact.

# data[].attributes.body
1. Who are the participants? What are the learning outcomes?
The participants are a diverse group of adult learners, including recent high school graduates, working professionals, and career changers. Within this group, some have prior hands-on experience, while others are new to sustainability concepts, and a few require additional support due to learning disabilities. The intended learning outcomes are to build both theoretical knowledge of sustainability principles and practical skills in renewable energy solutions, waste management, and green building techniques for example, solar panel installation and energy audits.

2. Were the participants fully engaged? Why? Why not?
The participants were not fully engaged due to several challenges. The class size of 60 limited individual attention, while the diversity of prior knowledge made it difficult to balance the learning pace. Limited training equipment restricted hands-on practice, leaving some learners disengaged. Inconsistent internet access also hindered digital learning, and time constraints caused frequent absenteeism. Moreover, the lecture-heavy classroom setup and the trainer’s limited teaching experience reduced opportunities for active participation.

3. What strategies were used to make the learning inclusive and inviting?
Some inclusivity strategies were attempted, such as providing digital learning resources and incorporating both theory and practice in the curriculum. However, these strategies were not fully effective because access to resources was unequal, and the teaching approach leaned heavily on lectures. There was little evidence of differentiated instruction, peer learning, or flexible delivery methods that could better accommodate the varied needs of the learners.

4. If this was your session, what recommendations do you have related to the assigned problem area? Why?
If this were my session, I would recommend:

·       Differentiated Instruction: Use small-group work or breakout sessions where learners with experience can support beginners. This would address the diversity of prior knowledge.

·       Active Learning Approaches: Integrate more hands-on activities, simulations, and problem-solving tasks to engage learners practically despite limited equipment (e.g., rotating stations, virtual simulations, or case-based learning).

·       Blended Learning Options: Record sessions or provide offline materials for those who miss classes or lack internet access.

·       Flexible Assessment: Use multiple methods such as practical demonstrations, group projects, and reflective journals, so all learners can demonstrate progress in different ways.

# data[].attributes.body
1. Who are the participants?

A diverse group of adult learners, including:

Recent high school graduates with limited professional experience.

Working professionals balancing jobs and studies.

Career changers looking for new opportunities in sustainability.

Learners with prior hands-on experience.

Learners with no prior background in sustainability.

A few participants with learning disabilities needing additional support.

2 . What are the learning outcomes?

The course aims to equip participants with:

Theoretical knowledge: Sustainability principles, renewable energy concepts, waste management, and green building basics.

Practical skills: Solar panel installation, energy audits, waste management techniques, and application of green technologies.

3. Were the participants fully engaged? Why / Why not?

No, participants were not fully engaged.

Why not?

Diversity of learning needs: Advanced learners felt the pace was slow; beginners struggled with technical concepts.

Class size: With 60 participants, individualized support was limited.

Learning resources: Lack of sufficient training equipment and inconsistent access to digital tools limited practical engagement.

Time constraints: Many missed classes due to work/family responsibilities.

Teaching style: New trainer relied heavily on lecture-based delivery, which did not meet diverse learner preferences.

Learning environment: Outdated equipment, poor Wi-Fi, and limited space reduced interactivity.

4. What strategies were used to make the learning inclusive and inviting?

From the description, only minimal strategies were evident:

Digital resources were provided (though not all could access them).

A standardized curriculum with both theory and practice was introduced.

Basic classroom delivery (lectures) attempted to cover all learners at once.

5. Recommendations (if this was my session)

a) Diversity of Learning Needs

Use differentiated instruction: Offer tiered activities (beginner, intermediate, advanced) to cater to different levels.

Apply Universal Design for Learning (UDL): Provide materials in multiple formats (visuals, step-by-step guides, videos, simplified texts).

Use peer mentoring: Pair experienced learners with beginners for hands-on support.

b) Class Size

Break learners into smaller working groups (e.g., project teams of 6–8).

Rotate group tasks (discussion, problem-solving, mini-presentations).

Use technology (polls, breakout rooms in online sessions) to manage engagement.

c) Learning Resources

Set up low-cost simulations using models or scaled-down equipment.

Incorporate virtual labs or videos of demonstrations for learners without access to equipment.

Share offline resources (USBs, printed guides) for those without internet access.

d) Time Constraints

Provide recorded sessions or summaries for those who miss class.

Encourage flipped classroom methods: learners review theory at home, and class time is used for practice.

Use modular lessons so learners can progress at their own pace.

e) Trainer Support

Offer professional development in classroom management, active learning, and inclusive teaching.

Encourage co-teaching or guest facilitators for practical sessions.

Use active learning strategies: think-pair-share, case studies, problem-solving, and role play.

f) Learning Environment

Rearrange the classroom for collaborative seating rather than lecture rows.

Use blended learning (mix of physical and digital) to overcome space and Wi-Fi challenges.

Advocate for gradual investment in updated equipment through partnerships or grants.

# data[].attributes.headline
Shadrack Odero: Case study 3.4 Bidii College

# data[].attributes.subject
Shadrack Odero: Case study 3.4 Bidii College

# data[].attributes.body
Who are the participants? What are the learning outcomes?
Learners taking Business Management Course. The are 30 students which include international students, working professionals and learners with different learning styles
Learning Outcomes include the following:
-Explain different leadership styles
-Describe decision making process in an organization

Were the participants fully engaged? Why or why not?
-Some learners were actively involved while others were hesitant to participate
-Some learners could be seen to be actively engaged due to equal entry level and may be due to similar professional background. Others were not actively engaged due to varying professional levels and background and due to variable expected learning styles

What strategies were used to make the learning inclusive and intentionally inviting?
They used reflection assignments at the end of the sessions.

If this was your session, what might you do differently next time?
I would have used UDL principle ie multiple means of presentation, multiple means of expression and multiple means of engagement,
I would also provide enabling environment eg adequate space, internet connectivity and clean environment
I would also facilitate availability of adequate tools, equipment and materials for use in the sessions

# data[].attributes.body
1.Who are the participants?
The participants are adult learners with diverse backgrounds, including:
• Recent high school graduates, working professionals, and career changers.
• Learners with hands-on experience, while others are completely new to the profession.
• Some Learners had learning disabilities and required additional support.

2. What are the learning outcomes?
The course aims to equip learners with both theoretical knowledge and practical skills, specifically:
• Understanding sustainability principles and renewable energy concepts.
• Gaining hands-on competence in solar panel installation and conducting green energy audits.

3. Were the participants fully engaged? Why / Why not?
Participants were not fully engaged in some cases may be due to:
• Diversity of learning needs: Some learners have hands-on experience, while others are completely new to the subject. A few participants have learning disabilities and require additional support. This makes it difficult for learner engagement
• Large class size: Limited opportunity for individualized support.
• Limited resources: Few training tools meant not all learners could participate in hands-on practice.
• Time constraints: Busy schedules and absenteeism affected participation.
• New trainer challenges: Struggles with classroom management reduced interactive learning.
• Learning environment: Outdated equipment, small classrooms and poor Wi-Fi limited engagement

4. What strategies were used to make the learning inclusive and inviting?
• Use of digital learning materials for some learners.
• Group activities (though limited) to encourage collaboration.
• Inclusivity in grouping to accommodate various age groups, sexes, both fast and slow learners, etc
• Trainer efforts to explain concepts despite limited teaching experience.

5. If this was your session, what recommendations do you have related to the assigned problem area? Why?
• Diversity of Learning Needs: Apply UDL by offering content in multiple formats, use peer mentoring, and provide support for learners with disabilities.
• Learning Outcomes: Ensure clear learning outcomes aligned to the expected competence
• Use of Active Learning Strategies: eg Use small rotating groups, jigsaw, gallery walks, and poster presentations to ensure participation.
• Learning Resources: Share toolkits, provide offline learning materials, and partner with industry for additional equipment or site visits.
• Time Constraints: Adopt flipped classroom methods, record sessions for absentees, and emphasize project-based learning on core competencies.
• New Trainer Challenges: Provide mentorship in classroom management, and encourage co-teaching or guest trainers.
• Learning Environment: Rearrange seating for collaboration, use low-tech active learning methods, and advocate for better facilities over time.

# data[].attributes.body
1. Participants & Learning Outcomes
The group included recent high school graduates, working professionals, and career changers, some with learning disabilities. The course aimed to build both theoretical knowledge in sustainability and practical skills like solar panel installation and energy audits.
2. Engagement Levels
Participants were not fully engaged. Contributing factors included varied prior knowledge, diverse learning needs, large class size, limited resources, time constraints, and a lecture-heavy format with few hands-on activities.
3. Inclusivity Strategies
Digital materials were shared with those who had internet access. Some training equipment was available, and the curriculum tried to balance theory and practice. However, inclusive strategies were underdeveloped and inconsistently applied.
4. Recommendations
To improve engagement, I’d introduce active learning methods—group work, peer teaching, and case-based projects. Differentiated instruction and flexible pacing would support diverse learners. Low-cost simulations or models could help overcome resource limitations and make learning more accessible.

# data[].attributes.body
1.Who are the participant?

The participant are high school graduate, individuals with hand-skills. Others with are new to the subject, some with learning disabilities.

learning outcomes:

to equip learners with both theoretical knowledge and practical skills.

2.where participant fully engaged? why? why not?

Participant were not fully engaged due to their divers learning need e.g. some have hand-on experiences while others are new to the subject.

3.What strategies were used to make the learning inclusive and inviting?

strategies used:

group activities

use of digital materials for some learners

4.If this was your session, what recommendations do you have related to the assigned area.

Apply UDL

Provide support for leaners wit disability.

use of pear learning