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I had attempted to make students look at technical concepylts from a simple, fun filled angle, and using AI tools chat gpt and feedough, I showed them how we could develop images that could enhance the fundamental concepts. The effect is, hopefully, good, waiting for response

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Implementasi draf pembelajaran baru yang memanfaatkan alat digital berjalan dengan sangat interaktif. Siswa terlihat jauh lebih aktif, antusias, dan terlibat penuh dalam proses kolaborasi kelompok dibandingkan dengan metode ceramah tradisional.

Apa yang Mengejutkan?

Saya sangat terkejut melihat kecepatan adaptasi siswa terhadap teknologi baru ini. Tanpa perlu instruksi yang panjang dan rumit, mereka mampu melakukan eksplorasi mandiri dan bahkan saling membantu (peer-tutoring) ketika ada teman sekelasnya yang mengalami kesulitan teknis.

Apa yang Ingin Diperbanyak?

Ke depannya, saya ingin memperbanyak aktivitas berbasis proyek (project-based) dan gamifikasi interaktif. Terbukti bahwa pembelajaran yang dikemas secara visual dan menantang mampu meningkatkan motivasi intrinsik serta melatih kemampuan berpikir kritis mereka.

Apa yang Akan Diubah di Lain Waktu?

Hal yang akan saya lakukan secara berbeda adalah manajemen waktu. Eksplorasi teknologi sering kali membuat siswa lupa waktu, sehingga saya perlu memberikan batasan durasi yang lebih ketat serta menyiapkan rencana cadangan (Plan B) non-digital jika sewaktu-waktu terjadi kendala koneksi internet.

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preparing gammifing games, using scratch, using waygroung for quiz making, using online google statistical tools for data analysis and interpretation are making my work easy, boosting me to do more.

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In my classroom, hands-on practice helps students understand scientific concepts more effectively. In Chemistry, laboratory experiments, demonstrations, project activities, and problem-solving exercises allow students to connect theoretical knowledge with practical applications. For example, students can perform experiments, analyze results, prepare reports, and discuss observations to strengthen their understanding.

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I redesigned my lesson using Canva to create engaging learning materials. Students participated actively and enjoyed the visual content. I was surprised by their enthusiasm and improved understanding. Next time, I will include more interactive activities, collect additional feedback, and encourage greater student collaboration to further enhance learning outcomes.

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Designing gamified lessons from scratch makes learning interesting, fun, self-paced, and child-friendly.

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Designing gamified lessons from scratch makes learning interesting, fun, self-paced, and child-friendly.

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Implementing the redesigned Scratch lesson went beautifully; I was surprised by how quickly students collaborated to troubleshoot coding bugs. Next time, I would do more peer-programming sessions to boost teamwork. I would also allocate more time differently for the final sharing showcase so students can celebrate each other's digital portfolios.

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Implementing the redesigned Scratch lesson went beautifully; I was surprised by how quickly students collaborated to troubleshoot coding bugs. Next time, I would do more peer-programming sessions to boost teamwork. I would also allocate more time differently for the final sharing showcase so students can celebrate each other's digital portfolios.

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Added gamification to teach strategic management where the students learnt more about the concept through interactive games.

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Refleksi Kelas: Mengintegrasikan Teknologi Baru dalam Pembelajaran

📸 Dokumentasi Implementasi

(Saran visual: Unggah 2–3 foto siswa yang sedang aktif berinteraksi dengan alat baru, dan 1 video singkat berdurasi 30 detik yang menunjukkan momen transisi atau puncak aktivitas kelas).

🧠 Refleksi Desain Ulang Pembelajaran

1. Apa yang Mengejutkan? (The Surprises)

Kemandirian Siswa: Saya terkejut melihat betapa cepatnya siswa beradaptasi dengan teknologi baru ini tanpa instruksi yang panjang. Mereka justru saling mengajari satu sama lain (peer-tutoring).

Energi Kelas: Tingkat fokus siswa bertahan lebih lama dibandingkan metode konvensional, terutama saat elemen visual interaktif mulai digunakan.

2. Apa yang Perlu Diperbanyak? (What to Do More Of)

Aktivitas Berbasis Kolaborasi: Saya akan memperbanyak sesi di mana siswa bekerja dalam kelompok kecil untuk memecahkan masalah langsung di depan perangkat, bukan hanya mendengarkan demonstrasi dari saya.

Format Penilaian Formatif Instan: Memanfaatkan fitur kuis cepat pada alat untuk melihat pemahaman siswa secara real-time di tengah pelajaran.

3. Apa yang Akan Diubah di Kelas Berikutnya? (What to Do Differently)

Manajemen Waktu yang Lebih Ketat: Eksplorasi teknologi baru ini memakan waktu lebih lama dari yang dijadwalkan. Next, saya akan membatasi waktu eksplorasi bebas agar materi inti tetap tersampaikan.

Rencana Cadangan Non-Digital (Plan B): Menyiapkan alternatif kegiatan fisik/kertas yang setara jika sewaktu-waktu terjadi kendala teknis atau gangguan koneksi internet

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bukan pesimis, tapi realis. jika ada negara tidak prioritas pendidikan, akan menjadi negeri fasis

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bukan pesimis, tapi realis. jika ada negara tidak prioritas pendidikan, akan menjadi negeri fasis

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Implementing my redesigned lesson was a highly rewarding experience. The photos and videos captured genuine student engagement, especially from those who are usually less active in class. Watching students collaborate, discuss ideas, perform experiments, and solve problems together reinforced the value of hands-on learning. Reviewing the recorded activities also encouraged students to reflect on their mistakes and improve their understanding. In the future, I plan to assign a rotating "media historian" in each group to document the activities, allowing me to focus on guiding learning. This experience strengthened my belief that experiential learning makes physics more meaningful, interactive, and easier to understand.

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How the lesson went: I implemented my redesigned lesson incorporating digital tools, which made the learning process more interactive and engaging for the students.

What surprised me: I was surprised by how quickly the students adapted to the technology and how much more actively they participated in group discussions compared to traditional methods.

What I would do more of: I plan to include more collaborative, project-based activities because it clearly boosted the students' motivation and critical thinking.

What I would do differently next time: Next time, I would provide more structured step-by-step instructions at the beginning to ensure that all students, including those who need extra support, feel confident using the tools independently.

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Redesigned Lesson Implementation Reflection

I implemented my redesigned lesson using digital tools and collaborative learning strategies. During the lesson, I collected photos and videos of student activities, discussions, and participation. Students actively engaged in the activities, shared their ideas, and collaborated using digital platforms.

How did the lesson go?

The lesson was successful, and students showed more interest when technology was integrated. The use of online collaboration tools helped students communicate, share resources, and complete tasks effectively.

What surprised me?

I was surprised by how quickly students adapted to digital tools and how actively they participated in group discussions. Some students showed creativity and suggested new ideas beyond the planned activities.

What would I do more of?

I would include more interactive activities, student-led discussions, and opportunities for collaboration. I would also use more multimedia resources to make learning more engaging.

What would I do differently next time?

Next time, I would provide clearer instructions before activities, allocate more time for student presentations, and include more opportunities for individual reflection and feedback.

Sharing with Educators

This experience helped me understand the value of technology-based teaching. I will share my reflections, photos, and videos in my digital teaching portfolio to exchange ideas and learn from other educators.

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I am using canva for my PPT slides and other certificates design, while bamboozle, fedu.ai, and kahoot for games and other activities inside the class.

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During the implementation of my redesigned Grade 1 lesson on parts of speech, I collected photos and short video clips of learners while they were engaging in activities using Fedu.AI visuals and the Bamboozle game. These records showed how students identified nouns, verbs, and adjectives through interactive and fun learning experiences.

After reflecting on the lesson, I noticed that the students were highly engaged and excited, especially during the Bamboozle game. What surprised me most was how quickly even struggling learners were able to participate confidently when the activity became game-based. The use of visuals from Fedu.AI also helped them understand the concepts more easily.

I would like to do more of these interactive and game-based activities in my future lessons because they increase participation and motivation. However, next time I would improve by giving more support to slower learners and adding more structured follow-up practice to reinforce learning.

I will share this reflection, along with photos and videos, in my digital portfolio and post it in my learning community to help other educators explore similar technology-enhanced strategies in their classrooms.

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📌 Lesson Reflection: Using Canva & Kahoot

During my redesigned lesson, I used Canva to present content and Kahoot to assess understanding. I collected photos of students working and short clips of them participating in quizzes.

What surprised me was how engaged and motivated students were—especially during the Kahoot activity. Even quieter students participated actively.

I would definitely do more interactive activities like quizzes and visual presentations, as they made learning more enjoyable.

Next time, I would give clearer instructions at the start and allow more time for students to explore the tools independently.

I’m excited to continue improving my lessons and sharing these practices with my fellow educators.

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Learning was the understanding and use of co-ordinates/ angles in maths and the wider world.

We had explored bearings on a compass, plotted co-ordinates on a grid and followed instructions.

Needed a deeper learning activity.

Modified the learning by using scratch. Asked the class to move the sprite in a series of given directions/ co - ordinates that they coded in.

This showed them how the sprite moved and responded to the directions.

Comparing with each other showed where they went wrong and they problem solved how to change their code.

The focus and interaction between the student was more powerful than using the grid method.

Thinking of art project next to look at shape transformation and symmetry.

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I've started redesigning my lessons with coding several years ago. So it was hard at first, cause I'm not an expert in coding, and I worked hard on learning coding together with my students. We have completed an hour of Code om the Code.org website, my student also completed some basic courses about coding on that site. we even have prepared some basic games with Scratch. Here on the Padlet you can find some of our activities from the project.

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Applying Concepts Learned: Integrating Skills for Innovation

Lesson: The Water Cycle
Subject: Science – Grade 4

1. Innovation Outcomes:

Students will design and present a mini water cycle model demonstrating evaporation, condensation, and precipitation.

Students will creatively explain how water moves through the cycle using digital media (video or presentation).

2. Skills to Acquire and Practice:

Critical thinking: analyzing the processes and sequence in the water cycle.

Creativity: designing a model and explaining it innovatively.

Collaboration: working in small teams to create and test the model.

Digital literacy: using tools like Canva or Flip to present their findings.

3. Current Learning Experience:
The current activity involves drawing the cycle on paper and labeling it; students show understanding but not much creativity or collaboration.

4. Enhancement (Substitute/Augment):
I replaced the paper drawing with a digital poster or animated cycle made using Canva, allowing interaction and real-time feedback.

5. Transformation (Modify/Redefine):
I redefined the task by asking students to record a short video using Flip to explain their model or create a mini documentary about how the water cycle affects weather patterns.

6. Reflection:
The students were highly engaged when they used digital tools. I was surprised by how confidently they explained the process using visuals and narration. Next time, I’d include peer feedback through Padlet so students can learn from one another’s ideas.

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Lesson Overview:

This redesigned lesson focused on integrating Skills for Innovation through the use of Gapminder and Google Sheets. Students collected environmental data, collaborated on analysis, and created data visualizations to draw conclusions. The lesson aimed to strengthen critical thinking, collaboration, computational thinking, and creativity.

Implementation Highlights:

Students actively engaged in using Gapminder to visualize relationships between real-world data indicators.

Google Sheets enabled effective collaboration, allowing students to work together in real time.

Students presented their findings through interactive presentations, demonstrating deeper understanding.

Reflections:

What surprised me: The students’ enthusiasm for exploring additional datasets beyond the lesson’s scope. Many expressed interest in pursuing similar projects independently.

What I would do more of: Include more interactive discussions and peer reviews to encourage deeper critical analysis and enhance engagement.

What I would do differently: Allow additional time for introducing and practicing the technical tools before the main task to ensure smoother implementation.

Supporting Evidence:

photos/videos from the lesson, screenshots of student projects, or examples of student feedback.

Sharing:

This lesson redesign has been documented in my digital teaching portfolio to encourage collaboration and share best practices with fellow educators in my professional learning community.

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I like how scratch and Minecraft education were very interactive they could give the students time to learn new things both in chemsitry and in science classes. am also intrested in particular in using scratch iin my lessons becasue it give my students a chance to use all their skills at once.

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During the implementation of my redesigned lesson, I collected photos and videos to document the learning process. Observing my students actively engage with the material was both inspiring and enlightening.

What Surprised Me:
I was pleasantly surprised by how quickly students adapted to the new interactive activities. Their level of participation and collaboration exceeded my expectations. Some students who are usually quieter in class became very involved when given hands-on tasks and opportunities to share ideas in small groups.

What I Would Do More Of:
Next time, I would include more interactive group activities and opportunities for peer feedback. The students’ engagement suggested that collaborative learning deepens understanding and makes the lesson more enjoyable for everyone.

What I Would Do Differently:
I realized that some instructions were unclear at the beginning of the lesson, causing a few students to hesitate. Next time, I would provide a clearer, step-by-step guide and model the activity before letting students work independently.

Conclusion:
This experience reinforced the value of reflection and continuous improvement in teaching. By documenting the lesson through photos and videos, I was able to see what worked, what needed adjustment, and how students responded to the changes. Sharing this with my learning community allows for feedback and inspires further innovation in our teaching practices.

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Implementation Snapshot:
During my redesigned lesson on [insert topic, e.g., “Population Migration in the Arab World”], I collected photos and short video clips of students actively engaging with the new strategies. Students worked in groups using interactive maps, AI-enhanced worksheets, and reflection cards. The energy in the classroom was visible—students were curious, asking questions, and connecting ideas to real-world examples.

What Surprised Me:

I was surprised by how quickly students adapted to the new digital tools. Even those who usually hesitate to participate were more involved when visuals and technology were integrated.

Collaboration happened more naturally than I expected—students explained concepts to each other without being prompted.

What I Would Do More Of:

Encourage more peer-to-peer teaching moments, since students seemed motivated when learning from each other.

Include more interactive elements (like live polls or short quizzes) to keep momentum high.

Allow extra time for student reflection, as their insights were thoughtful and worth sharing.

What I Would Do Differently Next Time:

Provide clearer step-by-step instructions at the beginning, especially for students who needed extra support.

Assign roles within groups to ensure that all students contributed equally.

Collect student feedback immediately after the lesson, not just at the end of the day, while ideas were fresh.

Next Steps for My Practice:
I will refine the lesson by balancing structured guidance with open exploration, and continue using multimedia resources to strengthen engagement.

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 Reflection on Tools I used-Hani Hamadah

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 Reflection on Tools I used-Hani Hamadah

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Lesson: Blooket

What Surprised Me: students couldn't lift their eyes from their laptops

Keep Doing: They solved all the exercises

Change Next Time: Change type of questions and type of gamifications

Evidence: Privacy issues

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During the lesson, I was surprised by how engaged and curious the students were, asking deeper questions about the topic than I had anticipated. Moving forward, I would incorporate more hands-on and technology-based activities to allow students to explore concepts actively and enhance their learning experience. Next time, I would provide clearer instructions for some digital tools to reduce initial confusion and ensure that learning time is used more effectively.

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Reflection on My Redesigned Lesson

During the implementation of my redesigned lesson, I collected photos and videos to capture how students engaged with the activities. Watching these moments again helped me reflect on the learning process and the classroom dynamics.

What surprised me?
I was surprised by how quickly students adapted to the new structure and how some of them took leadership roles without being asked. Their collaboration and willingness to share ideas openly exceeded my expectations.

What would I do more of?
I would like to include more opportunities for student-led discussions and group problem-solving. The photos and videos showed that students were most engaged when they were actively participating and taking ownership of the lesson.

What would I do differently next time?
Next time, I would adjust the pacing. Some parts of the lesson moved too quickly, and a few students needed more time to process and respond. I would also provide clearer instructions at the beginning of each activity to avoid confusion.

Overall, the redesigned lesson was a meaningful step toward creating a more engaging and interactive classroom environment. Sharing these reflections—and the visual evidence—with other educators in my learning community gives me the chance to both inspire and be inspired as we all continue improving our practice.

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During the implementation of my redesigned English lesson, I documented the experience with photos and short video clips capturing student engagement, collaboration, and learning outcomes. What surprised me most was how responsive and involved the students were when I integrated group-based activities and real-life context into the lesson. Their enthusiasm and participation exceeded my expectations.

I would definitely do more student-led activities next time, as they created a stronger sense of ownership and motivation. One thing I would do differently is allow more time for peer feedback and reflection, as some students needed extra time to process and express their ideas.

This experience reminded me of the power of adaptability in teaching and the importance of reflection in continuous growth.

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I redesigned the introduction class to early childhood by using 3D applications to visualize to them the physical form of geography from a close distance such as land, mountains, and rocks. they are interested in the material and learning.

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I haven't tried it yet because were having holiday till august

as soon as i meet the student I'll do it

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Data Visualization: A Lesson in Engaging Learning

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Data Visualization: A Lesson in Engaging Learning

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Post:

This post reflects on my experience implementing a redesigned lesson incorporating interactive data visualization charts. The goal was to enhance student engagement and understanding of complex data analysis concepts. I collected photos and videos during the lesson to document the process and student interactions.

How it went : Overall, the lesson was a success! Students were significantly more engaged than with traditional methods. The interactive charts allowed them to explore the data at their own pace and discover patterns and relationships independently. The collaborative aspects of creating and interpreting the charts also fostered teamwork and communication skills.

What surprised me : I was surprised by how quickly students grasped the concepts when presented visually. The interactive nature of the charts seemed to make the data more accessible and less intimidating. I also observed a higher level of critical thinking as students analyzed and interpreted the data in different ways.

What I would do more of : I would definitely incorporate more interactive data visualization tools into my lessons. The visual nature of the data representation significantly improved student understanding and engagement.

What I would do differently : Next time, I would provide more structured guidance on interpreting the data to ensure all students, especially those less familiar with data analysis, could fully benefit from the activity. I would also incorporate more opportunities for peer feedback and discussion.

This redesigned lesson is a testament to the power of interactive learning experiences. I have shared this post with other educators in my learning community to encourage them to explore the use of data visualization tools in their teaching.

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saya mendesain kelas bahasa yang berfokus pada pengalaman pribadi, perencanaan teknologi melalui podcast

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Reflexión sobre la implementación de una clase rediseñada

Rediseñé una clase de Lengua centrada en la narración personal, integrando tecnología mediante la creación de podcasts narrativos por parte del alumnado. Utilizamos herramientas como Audacity y Canva para guiones gráficos, combinando expresión oral, escritura y edición básica de audio.

¿Cómo resultó?

La experiencia fue muy positiva. Los estudiantes se implicaron más que en las clases tradicionales de redacción, mostraron entusiasmo al usar tecnología y desarrollaron habilidades comunicativas, digitales y de trabajo en equipo.

¿Qué cosas me sorprendieron?

Me sorprendió la creatividad y autonomía que mostraron los alumnos al diseñar sus historias. Algunos incluso aprendieron a editar efectos de sonido o musicalizar sus relatos por iniciativa propia.

¿Qué parte ampliaría?

Ampliaría la parte de planificación del guion y revisión entre pares, ya que observaron muchas mejoras cuando compartieron sus borradores antes de grabar.

¿Qué haría de manera distinta?

La próxima vez dedicaría más tiempo a formación técnica previa en la herramienta de edición, y organizaría una rúbrica más clara desde el inicio para orientar su trabajo y su autoevaluación.

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During the implementation of my redesigned lesson using Minecraft Education, I collected photos and videos of students building ecosystems and solving science challenges collaboratively. I was surprised by how quickly students adapted to the platform and how engaged they were in applying science concepts creatively. I would definitely do more group-based challenges next time to encourage teamwork. One thing I would do differently is provide clearer instructions at the start to help students manage their time better during the activity.

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1. Reflect on the Implementation

What worked well in your redesigned lesson?

Were there any moments that surprised you—student reactions, unexpected challenges, or insightful discussions?

What were the most engaging parts for students?

2. Adjustments for Next Time

What would you do more of based on student responses and engagement?

Were there any elements that could be improved or streamlined?

How might you iterate on this lesson using Agile methods for continuous refinement?

3. Create Your Digital Portfolio Post

Structure it as a brief introduction, reflection, key takeaways, and next steps.

Add your photos/videos to visually showcase the experience.

Pose a question to encourage discussion among other educators—perhaps about AI-enhanced learning strategies or ethical data usage in school.

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I used an augmented reality application for teaching reading and writing with my 1st grade students. To introduce the sound we were going to learn, I first gave them coloring pages with animal images that started with that sound. We said the words and made them feel which letter we were going to learn. After coloring, we 3D-sized the coloring pages using the Quiver application. They also attracted the students' attention because they made sounds and moved.

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What surprised me most was how confidently even my quieter students contributed when working in digital spaces — especially using the comment and chat features. Many students took ownership of the task and even divided roles independently without prompting. I would definitely incorporate more collaborative, cloud-based writing tasks into future lessons. The process allowed students to negotiate meaning, revise in real time, and learn from one another — all key aspects of communicative language learning.

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What surprised me the most was how quickly my students adapted to the process in my redesigned classroom. It was very valuable to have students think about their own learning. I think it also helped me learn new things.

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Reflecting on a redesigned lesson - Safiye Yaylaoğlu

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Reflecting on a redesigned lesson - Safiye Yaylaoğlu

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I implemented the redesigned lesson last week. It went well overall; students were engaged with the new online collaboration activity. What surprised me was their creativity in using the shared digital whiteboard. Next time, I'd incorporate more peer feedback sessions. Since I don't have photos, I'll share detailed observations and student work samples in my digital portfolio post for discussion.

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Ocean Literacy

I used microlearning techniques and interactive tools for the first time for this activity. It was exciting to see the students discover the importance of water on their own and to discover that pollution of the oceans should be prevented.

It was a great experience for both them and me to see the students working on the same project in different groups and to create a product by combining their own talents. The students understood the importance of water and realized that they should use water more carefully in their daily lives.

The students were surprised to see that many of them gave the same answers in Mentimeter.

They also prepared beautiful posters with the slogans they found in Canva. They designed the posters again in collaboration.

The fact that they emphasized the positive parts and gave suggestions for improvement while evaluating each other's projects had a positive effect on the peer evaluation.

I plan to add activities about artificial intelligence and VR glasses to this activity next time.

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Documenting and Sharing Science Lesson Implementation            Aysel Karabaş

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Documenting and Sharing Science Lesson Implementation            Aysel Karabaş

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Integrating technology into science lessons enhances engagement and learning outcomes. Educators can capture photos and videos during lesson implementation to analyze student interactions and effectiveness. Reflecting on what worked, what was surprising, and areas for improvement helps refine teaching strategies. Sharing these insights in a digital portfolio fosters collaboration and innovation within the professional learning community.

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Creating an innovative lesson using technology for my 5th grade ESL students has been both exciting and eye-opening. I recently designed a lesson titled “Design and Navigate Your Town” that integrates Minecraft Education Edition and Scratch to teach town vocabulary and directions in English.

Students worked in small groups to build their own towns in Minecraft, using new vocabulary like hospital, bakery, school, etc. This sparked their creativity and collaboration, especially as they assigned roles and labeled buildings. We then moved into Scratch, where they coded a character to move around a 2D version of their town map, practicing direction language like “go straight”, “turn left”, and “next to the school.”

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Reflecting on My Redesigned Lesson: "Describing Daily Routines in Chinese"

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Reflecting on My Redesigned Lesson: "Describing Daily Routines in Chinese"

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Implementation Highlights

This lesson was an exciting journey as I incorporated microlearning techniques and interactive tools into my teaching practice. The focus on describing daily routines (日常生活) helped my Grade 11 students develop their vocabulary and sentence-building skills in Chinese.

What Surprised Me?

Student Engagement: The breakout room activities exceeded my expectations. Students were eager to role-play their daily routines, and many went beyond the basics, using new vocabulary confidently.

Creativity in Responses: During the reflection phase, one student creatively described their morning routine as a story, showcasing not only their understanding of the vocabulary but also their ability to structure a narrative.

What Went Well?

Interactive Tools: Using Quizlet live for vocabulary practice energized the class. The competitive aspect encouraged active participation.

Collaboration: Students thrived in breakout rooms, supporting one another in constructing sentences and giving feedback.

Real-Life Context: The role-play activity made learning practical and enjoyable, allowing students to visualize using the language in everyday scenarios.

What Would I Do Differently?

Time Management: Some groups needed more time for the role-play activity. In the future, I would allocate an additional 5 minutes to ensure all groups feel prepared to present their dialogues.

Technical Preparation: A few students encountered connectivity issues during the Quizlet live session. Providing an asynchronous option, like a shared Quizlet link, could have helped them catch up.

What Would I Do More Of?

Incorporate Visual Aids: Students responded well to the introductory video. I plan to include more short, engaging videos to set the context for future lessons.

Encourage Peer Feedback: Peer editing in breakout rooms was highly effective. Expanding this practice can deepen their understanding and collaborative skills.

Photos and Videos

Student Outputs: A few students submitted short videos of their daily routines, which I have anonymized for sharing.

Conclusion

This lesson reinforced the importance of integrating interactive tools and microlearning strategies in language instruction. It was heartening to see my students actively engaged and enjoying the learning process. I look forward to refining and expanding these practices in future lessons.

Feel free to reach out if you’d like to discuss or collaborate on similar lesson designs!

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Learning became more concrete: When students visualized abstract mathematical concepts with GeoGebra, the topics became much more understandable. It was especially effective to explore the elements of a circle and the graphs of functions by drawing them.

Student participation increased: Even students who were normally silent in class were more active on the computer. Interacting with the tool motivated them.

I used my time effectively: Thanks to GeoGebra, I did not waste time drawing long shapes on the board, I processed the subject faster with correct and clear shapes.

It was enjoyable to integrate technology into the lesson: I both developed my own digital competence and supported the students' learning skills with technology. This made me happy.

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I let the students use scratch  and also tell us what the equivalant materials could be for what he did.

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Lesson
One of my most effective lessons involved using an interactive online platform for students to collaborate on a project about ecosystems. I divided the class into small teams, each assigned a different biome to research. Rather than distributing a traditional worksheet, the students worked together on Google Slides to build a shared presentation. Each student contributed by adding images, text, and videos they gathered during their research, while also providing real-time feedback on their peers' contributions.

This approach not only enhanced their understanding of the subject but also fostered teamwork and critical thinking, as they had to communicate, agree on ideas, and integrate various pieces of information. We also used a video conferencing tool for live discussions, where students presented their findings and engaged with each other's questions. This blended learning model, combining both synchronous and asynchronous elements, made the lesson more adaptable and accessible.

Gamification and Engagement

Another creative lesson I developed involved using gamification to teach math concepts. I utilized an online quiz platform called Kahoot!, where I designed a lively and competitive quiz centered around the math skills we were studying. Students participated individually or in teams, with the quiz becoming progressively more challenging to reinforce key concepts.

The classroom atmosphere was electric! The students were highly engaged and motivated by the competition. What stood out even more was how they assisted one another during the game, explaining answers and discussing strategies to find the correct solutions. This experience demonstrated how gamification can promote deeper understanding while maintaining student enthusiasm.

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Here are our studies on augmented reality that we have done with my students. Such studies increase the dynamism of the course content.

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I applied Creative Writing & Speaking with Padlet and AI Tools for my Secondary grade students. During this redesigned lesson, students explored a mysterious photo (selected via Canva) and worked in groups to create a short story around it. Each group uploaded their story on Padlet, adding visuals and voice recordings. We used ChatGPT to help generate vocabulary suggestions and sentence starters, which helped support students with lower confidence in writing.

Students documented their process with photos and video some took selfies while working, others filmed short clips explaining their story choices. We later reviewed the media together, which turned into a great speaking and reflection opportunity.

I was surprised by how confidently students used voice recordings to explain their stories. Some students who usually avoid speaking in front of the class felt more comfortable recording their voices. The use of multimedia really opened up new ways for them to express themselves. I’ve uploaded photos, student samples (with consent), and short video reflections on our digital learning board.

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Here are some photos during the implementation of our redesigned lesson. It went very well. My students' technological and pedagogical improvement surprised me.We would add more activities to our lesson design that need theır active participation.

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Exploring Garden Landscape Design with Minecraft! 🌿🎮

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Exploring Garden Landscape Design with Minecraft! 🌿🎮

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My students took their creativity to the next level by designing garden landscapes using Minecraft! 🌱🏡 They explored concepts of space, symmetry, and environmental design while experimenting with different plants, pathways, and structures.

By using Minecraft’s block-based building system, they were able to visualize their ideas in a 3D space, collaborate with peers, and refine their designs in real time.

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I tried to Scratch and Suno in my English lessons for young learners in primary school. I was suprised when I carried out the app because It triggered the students to speak English and they could easily make sentences in a topic. We made songs and talked about the topic while using these apps. I think I will use more them in my lessons. Next time, I think that we wanna create a story with the pictures.

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Hatice Yavuzyılmaz web 2.0  tools educaton

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Hatice Yavuzyılmaz web 2.0  tools educaton

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Aún soy estudiante, por lo que no he tenido la oportunidad de rediseñar e implementar una clase con tecnología. Sin embargo, si lo hiciera, documentaría el proceso con fotos y videos para analizar la participación de los estudiantes y cómo la tecnología facilita el aprendizaje.

Me sorprendería ver la creatividad de los alumnos y sus nuevas formas de resolver problemas. En futuras clases, ampliaría el aprendizaje colaborativo y adaptaría las actividades a diferentes estilos de aprendizaje. También buscaría explorar más herramientas tecnológicas para hacer las clases más interactivas.

Cuando tenga la oportunidad, compartiré mis reflexiones en un portafolio digital y con otros educadores para seguir aprendiendo y mejorando.

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Implementing my redesigned lesson using Minecraft Education, LearningApps, Jamboard, StoryJumper, and Book Creator was an exciting and engaging experience for my students. They collaborated to build vocabulary concepts in Minecraft, practiced through gamified exercises in LearningApps, and created their own digital books with StoryJumper and Book Creator. I was surprised by how quickly they adapted to these tools, especially those who were usually less engaged. Next time, I would provide more structured guidance and short tutorial videos to ensure smoother transitions between activities. Overall, this experience reinforced the power of technology in making learning interactive, creative, and meaningful.

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During the implementation of my redesigned lesson, learners initially acted indepedently of each other. At the same time, since they were able to observe each other, they adapted very quickly and progressed at their own pace with pleasure. Since they were able to observe each other, they spontaneously colloborated on studies that went wrong and corrected them together. Increased interaction provided more meaningful and permanent learning.

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During the implementation of my redesigned lesson, I took photos and videos of students working on collaborative projects using Google Docs and Scratch. What surprised me was how quickly students adapted to the tools and the level of creativity they demonstrated in their projects.

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Reflections on My Redesigned Lesson Using Technology

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Reflections on My Redesigned Lesson Using Technology

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Implementation & Observations

As part of my ongoing efforts to integrate technology into my lessons, I recently redesigned a lesson to incorporate [specific tools used, e.g., AI-based writing assistants, interactive storytelling apps, virtual simulations]. Throughout the process, I documented key moments with photos and videos, capturing students’ engagement, collaboration, and overall learning experience.

What Surprised Me?

Student Engagement: I was amazed at how quickly students adapted to the new approach. Their enthusiasm for using [specific tool] exceeded my expectations, and they were eager to explore its full potential.

Creativity & Ownership: Many students took ownership of their learning, experimenting with features I hadn’t initially planned for, such as [unexpected student interaction or innovation].

Collaboration: Peer interaction was significantly higher than in my traditional lessons. The use of [collaborative tool] encouraged students to support one another and engage in meaningful discussions.

What I Would Do More Of?

Encourage More Student-Led Learning: Given their enthusiasm, I’d love to provide more opportunities for students to take charge of their learning experiences by allowing them to explore and teach peers new digital tools.

Incorporate More Interactive Elements: Gamified learning elements and real-time collaboration tools significantly increased engagement. Next time, I would integrate more features that promote student participation, such as [additional tool or technique].

Capture More Student Reflections: While I documented the process with photos and videos, I’d like to include more direct student reflections in future posts. Their insights provide valuable feedback on what’s working.

What I Would Do Differently Next Time?

Plan for Technical Challenges: Some students faced difficulties accessing the platform due to [technical issue]. Next time, I will prepare backup options and ensure students have the necessary support.

Balance Tech & Traditional Methods: While technology enhanced engagement, I noticed that some students still benefited from written exercises and face-to-face discussions. A hybrid approach might be more effective.

Provide a More Structured Learning Path: While giving students creative freedom was beneficial, some needed clearer step-by-step guidance. I plan to offer more scaffolding while maintaining room for exploration.

Final Thoughts & Next Steps

This experience reinforced the value of integrating technology into lesson design. Seeing students engaged, motivated, and actively learning was incredibly rewarding. Moving forward, I aim to refine my approach, incorporate more student voice, and experiment with emerging technologies that support deeper learning.

📢 Educators, what are your experiences with redesigning lessons using technology? What strategies have worked for you? Let’s exchange ideas and grow together!

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Incorporar innovaciones en el aula permite captar el interés del alumnado y aumentar su motivación. En Educación Infantil, el aprendizaje se nutre de la curiosidad y la exploración, por lo que introducir recursos novedosos mantiene su entusiasmo y compromiso. La tecnología, bien utilizada, puede enriquecer las experiencias en el aula, haciéndolas más dinámicas y participativas.

El escape room de la prehistoria fue un claro ejemplo de cómo la combinación de juego y tecnología puede transformar el aprendizaje. La inclusión de un video interactivo del personaje prehistórico y un holograma hizo que los niños se sumergieran en la historia de una forma envolvente, favoreciendo la comprensión y el disfrute del contenido.

Además de generar un ambiente de emoción y descubrimiento, este tipo de actividades fortalecen habilidades como la resolución de problemas, la autonomía y el trabajo en equipo. Integrar herramientas digitales con metodologías lúdicas no solo facilita la asimilación de conocimientos, sino que convierte el aula en un espacio más dinámico, estimulante y adaptado a las necesidades de los niños.

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Tülin Kiper/ Reflection on My Redesigned Lesson Using Technology

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Tülin Kiper/ Reflection on My Redesigned Lesson Using Technology

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I recently redesigned a lesson integrating technology-enhanced learning strategies. My goal was to make the lesson more interactive, engaging, and student-centered while fostering critical thinking and creativity.

Implementation & Experience

I implemented this lesson using Minecraft Education and Scratch, allowing students to engage in project-based learning with hands-on activities. Throughout the process, I collected photos and videos showcasing student engagement, collaboration, and problem-solving moments.

What Surprised Me?

• Students adapted quickly to the digital tools, even those who initially hesitated.

• Peer collaboration naturally developed, with students helping each other troubleshoot coding issues and brainstorm ideas.

• Unexpected creativity! Some students took the lesson beyond my expectations, adding features I hadn’t planned for in their projects.

What Would I Do More Of?

-Incorporate more student-led discussions and reflections, allowing them to share their learning experiences.

-Use real-world problem-solving scenarios to enhance engagement and deepen learning.

-Provide more structured guidance at the beginning for students who struggle with new tools.

What Would I Do Differently Next Time?

-Allow more time for exploration before assigning structured tasks, so students can get comfortable with the technology.

-ntegrate formative assessments to track student progress and provide targeted support.

-Include more cross-curricular connections, allowing students to apply their skills across different subjects.

Next Steps: I am excited to refine this lesson further and share my experience with other educators. My reflections, along with photos and videos, will be added to my digital portfolio, and I look forward to exchanging ideas with my learning community.

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Rediseñar las clases constituye un paso fundamental dentro del proceso de enseñanza aprendizaje. Lo cierto es que, no solo permite una mejora, sino también una efectividad mayor. De hecho, con la implementación de nuevas actividades o recursos resulta conveniente llevar a cabo una especie de ensayo minimizado que permita ir comprobando su aportación. Además, registrarlo y compartirlo permitirá recurrir a ello en caso de ser necesario, y exponer errores para que otras personas no los cometan, o recomendaciones.

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From time to time I'm using some web.2 and AI tools in my lessons or for some projects we have been carrying out. They can be a digital game prepared by using Kahhot, WordWall, LearningApps etc... or it can be a collaborative tool such as Canva, storyjumper. It can be also an AI tool to enhance language learning, getting information or generating some images. At the adoptation step, we can experience some challenges because of the unfamiliarity of the tools or some bias that we couldn't manage it. After a few trails, we could see that we have doing great things with the digital tools and this lead our students to use different tools. We think it is a transformation path. The skills such as collaboration, teamwork, creativity, critical thinking and problem solvings are the biggest learning outcome of using digital tools. During the process there can be some challenges such as low internet connection or some device problems.

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My best experience on this subject was our interactive mathematics book, which we created using a total of 55 web 2.0 tools.

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I redesigned my lesson by integrating digital tools like GeoGebra 3D and Canva to enhance student engagement. During the implementation, I noticed that students were more curious and interactive when using AR tools to explore geometric shapes. What surprised me the most was how quickly they adapted to the technology and started making their own digital models. Next time, I would include more collaborative tasks where students can create and present their findings. If I were to improve anything, I would provide clearer step-by-step guidance to help those who struggled with the new tools. I shared my experience in my digital portfolio to inspire other educators in my network.

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One of my most successful lessons involved using a collaborative online platform to have students work together on a project about ecosystems. I broke the class into small groups and assigned each group a different biome to research. Instead of just handing out a worksheet, students used Google Slides to create a collaborative presentation. Each student contributed by adding images, text, and videos they found during their research, and they were able to provide real-time feedback on each other's work.

This process not only deepened their understanding of the topic but also encouraged teamwork and critical thinking, as they had to discuss, agree on, and merge different pieces of information. We also used a video conferencing tool for live discussions where students shared their findings and asked questions. This blended approach combined synchronous and asynchronous learning, making the lesson more flexible and accessible.

Gamification and Engagement

Another innovative lesson I created involved using gamification to teach math concepts. I used an online quiz tool called Kahoot!, which allowed me to create a fun and competitive quiz based on the math skills we were covering. Students could play individually or in teams, and the quiz was designed to review key concepts through questions that progressively got more challenging.

The energy in the classroom was incredible! Students were so engaged and motivated by the competition. What was even more rewarding was how they helped each other during the process, explaining answers and discussing strategies to arrive at the correct solutions. It helped me realize how gamification can encourage deeper learning while keeping students motivated.

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Incorporating innovative approaches and web tools in language teaching enhances engagement, personalization, and effectiveness in learning. Digital platforms, such as interactive language apps, virtual reality (VR), and artificial intelligence (AI)-powered chatbots, create immersive experiences that improve comprehension and retention. Online collaboration tools, like discussion forums and video conferencing, facilitate real-time communication, fostering a more interactive and student-centered environment. Gamification, adaptive learning technologies, and AI-driven feedback systems personalize lessons based on individual progress, making learning more efficient and enjoyable. By leveraging these advancements, educators can create dynamic, inclusive, and flexible learning experiences that cater to diverse linguistic needs and learning styles.

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all these are meant for engaging and learning with collaboration & enthusiasm . Individual & buddy learning would happen with formative feedback also. It can enhance a sense of responsibility as well.

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During the implementation of my redesigned lesson, interactive tools and technology-supported learning methods increased student engagement and encouraged more active participation. However, I encountered some unexpected challenges. Students quickly adapted to technology. They were fast in using interactive tools, but some required technical support. While some platforms were very useful, others were not as effective as I had expected. Although technology made lessons more enjoyable, additional strategies were needed to keep students focused.

What would I do differently in the future? Providing different content based on students' levels to ensure everyone is involved in the process. Collecting real-time feedback from students during and after the lesson to improve the learning experience.

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Rediseñar las clases es una oportunidad para mejorar y adaptar continuamente nuestra práctica educativa a las necesidades de los estudiantes y a los avances pedagógicos. No solo tenemos que modificar las actividades, sino reflexionar sobre lo que funciona y lo que se puede mejorar, creando experiencias de aprendizaje más dinámicas, significativas e inclusivas.

Registrar estos cambios a través de fotos y evidencias nos permite visualizar el impacto de nuestras estrategias, analizar su efectividad y compartir nuestras experiencias con otros docentes. Además, este registro se convierte en una herramienta valiosa para evaluar nuestro propio crecimiento profesional y documentar el progreso de los niños en su proceso de aprendizaje.

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I think using Artificial Intelligence, Stratch and Minecraft in the online classrooms may be really important because it is great way to integrate computatinal thinking and technology in classroooms and I think it will help learners in developing 21st century skills in more creative and innovative way.

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As an English teacher, I mostly teach project-based courses. Last year, we did an e-Twinning project on AI. Here, we combined literature, art, language and technological skills and knowledge. Students gained many skills. However, as a shortcoming; I would have liked to work with larger groups, but projects yield better results with fewer people.

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What Surprised Me

I was pleasantly surprised by how quickly learners adapted to tools they were unfamiliar with, such as Minecraft for Education. They demonstrated remarkable creativity in designing business simulations and showed excitement during group discussions, which enhanced their collaboration and critical thinking skills.

What Worked Well

Collaboration: Learners embraced working in groups, utilizing Google Docs for brainstorming and providing peer feedback.

Engagement: Interactive tools like Miro and Minecraft kept the learners invested in the tasks and made abstract concepts more relatable.

Digital Presentations: Loom allowed learners to practice public speaking in a safe environment, fostering confidence and communication skills.

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During my redesigned lesson, I integrated augmented reality (AR) to create an interactive and immersive learning experience for my students. Using AR, they brought their drawings and learning materials to life, which significantly increased their engagement and curiosity. One of the biggest surprises was how quickly they adapted to the technology and how excited they were to explore and create.

What worked well was the hands-on, visual nature of AR, making abstract concepts more tangible and memorable. However, one challenge was ensuring that all students had equal access to devices and troubleshooting technical issues. Next time, I would provide a short tutorial or practice session before the main activity to help students navigate the AR tools more smoothly. I would also incorporate more collaborative elements, allowing students to share and discuss their AR creations.

Overall, this experience reinforced the power of technology in enhancing learning, and I look forward to refining and expanding AR use in future lessons.

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Reflecting on My Redesigned Lesson with Minecraft: A Post for My Digital Teaching Portfolio

During the implementation of my redesigned lesson using Minecraft, I took photos and videos to capture students’ engagement and learning. The lesson focused on ecosystems, where students built different biomes and simulated the factors that influence plant and animal life.

Reflection on the Lesson What surprised me most was how quickly students adapted to using Minecraft as a learning tool. They not only grasped the concept of ecosystems faster than expected but also demonstrated collaborative problem-solving skills as they worked together in teams to build their environments. The level of creativity and critical thinking they displayed was impressive, and the game format clearly heightened their interest and enthusiasm for the subject.

What I Would Do More Of Given the success of this lesson, I would incorporate more student-led exploration within Minecraft. Allowing students to research specific ecosystems on their own, create their own models, and then present their findings to the class was highly effective. I would also add more opportunities for reflection, where students can share what they learned from their peers and how their biome projects relate to real-world environments.

What I Would Do Differently Next Time One challenge I faced was managing the pace of the lesson, as some students got absorbed in the game and deviated from the lesson objectives. Next time, I would create clearer checkpoints throughout the activity to keep students on track, ensuring they focus on the learning goals. Additionally, I would offer more structured guidance to students who struggled with the technical aspects of the game to ensure that everyone participates equally.

Sharing with My Learning Community I will add this reflection, along with the photos and videos from the lesson, to my digital teaching portfolio to share with my professional learning community. By doing so, I hope to inspire fellow educators to incorporate Minecraft or similar technologies into their lessons, showcasing the power of game-based learning in fostering student engagement and collaboration.

This reflection will become part of my digital portfolio to showcase how I use technology to innovate lessons, overcome challenges, and promote student-centered learning.

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We have been studying on writing effective prompts on AI bots

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STUDENTS LEARNED WHILE HAVING FUN BY DESIGNING TANGIBLE PRODUCTS IN DIFFERENT DIGITAL ENVIRONMENTS.

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Reflections on Our Digital Storytelling Project with Scratch & Book Creator

As part of our effort to create innovative lessons using technology, we designed a digital storytelling project using Scratch and Book Creator. This experience allowed students to combine coding and storytelling, fostering creativity and collaboration.

1-How the Lesson Went

The students worked in groups, each coding a page of the story in Scratch. They had to ensure that their animations, dialogues, and interactions connected logically with the previous student’s work. Once all pages were completed, we recorded the animations and compiled them into Book Creator, turning the project into an interactive digital book.

2- What Surprised Me?

The level of engagement and excitement among students was much higher than expected. They loved the challenge of building on their classmates' ideas.

Some students who had struggled with traditional storytelling showed strong problem-solving skills through coding.

The collaborative aspect was powerful—students naturally helped each other debug their code and improve their animations.

3- What Would I Do More Of?

Encourage more planning before coding. Some students jumped straight into Scratch without structuring their story properly, which led to minor inconsistencies.

Expand the project to include voice narration for an even richer storytelling experience.

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The next time I can create an AR-based scavenger hunt where students unlock language challenge by scanning objects and images.

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🚀 Sharing My Experience with Technology-Enhanced Lessons

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🚀 Sharing My Experience with Technology-Enhanced Lessons

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During my redesigned lesson, I captured photos and videos of students engaging in coding activities with order of operations. It was exciting to see their collaboration and problem-solving skills in action!

🔹 Surprises: Some students quickly grasped coding concepts and helped their peers.
🔹 More of: Interactive and hands-on activities to boost engagement.
🔹 Next time: Provide alternative offline coding exercises for students with limited device access.

I’ve shared this experience in my digital portfolio to inspire and learn from other educators. How do you document and reflect on your innovative lessons? 🚀

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Using technology in classes is essential for preparing students for the digital world and enhancing their learning experiences. It fosters engagement by making lessons interactive and accessible, catering to diverse learning styles. Technology also provides access to a wealth of resources, enabling students to explore topics beyond textbooks and develop critical thinking and problem-solving skills. Additionally, it promotes collaboration through tools that allow students to work together, both in-person and remotely. By integrating technology, educators can create dynamic, inclusive, and future-ready learning environments.

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During the implementation of my redesigned lesson using digital tools like Minecraft Education Edition and Kahoot!, I took photos and videos to capture students' engagement and the flow of activities. I was pleasantly surprised by how motivated students were, especially when using Minecraft to explore concepts. They were excited to collaborate and share their ideas in a fun, game-based environment. I would definitely include more hands-on, interactive elements like this in future lessons. However, I realized I need to better manage time, as some students got too absorbed in the game and needed reminders to stay on task. Next time, I would set clearer boundaries and have more structured checkpoints during the activity. I documented all of this in a post in my digital portfolio, sharing it with my learning community for feedback and to inspire other educators to try similar tools.

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I've tried Image Detection on Scratch and it was so easy and enjoyable, I'll definitely show my students and use this function in my classes.

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I have not tried it yet, beacuse it is saturday today, as soon as I do i will post again

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Game-based learning

Project-based learning

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During the implementation of my redesigned lesson, I integrated technology tools like Scratch’s video sensing feature and Google Forms for instant feedback. I was surprised by how quickly students adapted to the technology, showing enthusiasm and creativity, especially during collaborative tasks. The use of real-time feedback through Google Forms was particularly motivating, as students could track their progress instantly. In the future, I’d focus more on collaborative activities, as students thrived in these environments. However, I would adjust the pacing to allow more time for certain tasks, and provide clearer guidance on using the tools. I’m eager to share this experience with my learning community and hear their feedback on integrating similar technologies into lessons.

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Reflecting on the implementation of my redesigned lesson, I can share a detailed process and the valuable takeaways from integrating technology. Here’s a breakdown of the experience:

Photos & Videos Collection

During the lesson, I made sure to capture moments of student engagement. This included:

Photos of students working collaboratively on tablets and computers, interacting with interactive learning materials.

Screenshots of the platforms used (Google Classroom, Kahoot, and Padlet) showcasing the real-time interaction and responses during quizzes and discussions.

Videos of students presenting their group projects via video conferencing tools and sharing their research on virtual whiteboards.

These visual records served not only as documentation for reflection but also as evidence of student engagement and participation.

Reflection on the Lesson Implementation

1. What Surprised Me?

High Level of Engagement: The students were much more involved in the lesson than I expected. The use of interactive elements and immediate feedback (through tools like Kahoot) created a competitive yet educational atmosphere that made the students more excited about learning.

Adaptability: Some students were quick to explore the tech tools independently, which allowed them to take ownership of their learning. Their curiosity in using new platforms was beyond what I anticipated.

2. What Would I Do More Of?

Interactive Assessments: I will include even more interactive assessments throughout the lesson. Instant feedback from quizzes and polls kept students motivated and helped me gauge understanding in real-time.

Collaboration: I plan to expand opportunities for peer collaboration through digital projects, as it was clear that students worked better when they could share ideas and co-create content.

3. What Would I Do Differently Next Time?

Time Management: Some tech activities took more time than planned. I will be more mindful of pacing and ensure that the lesson time is well-balanced between explanation, activity, and reflection.

Tech Troubleshooting: There were moments when students faced technical issues (internet lags, login problems). In the future, I’ll allocate a bit of time at the beginning for troubleshooting, ensuring everyone is set up and can participate smoothly.

Offline Alternatives: For students with limited tech access, I would prepare offline versions of the activities so they can still engage in the lesson without feeling left out.

Digital Portfolio Post

After reflecting on this lesson’s implementation, I created a post in my Digital Portfolio to share the experience with other educators in my learning community. The post highlights:

The tools and platforms used, with explanations of how they enhanced learning.

Photos and videos documenting the class activities and student interaction.

Reflections on the lesson’s effectiveness, including what worked well and areas for improvement.

Key takeaways and suggestions for fellow educators who are interested in integrating technology into their lessons.

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I think game-based education will be very useful in developing business and accounting knowledge.

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Implementing my redesigned lesson using Actionbound was a highly engaging experience for both me and my students. The interactive and gamified elements of the platform encouraged participation and made learning more dynamic. Students were excited to complete challenges, answer questions, and explore content in a way that felt more like an adventure than a traditional lesson.

One thing that surprised me was how quickly students adapted to the format and took ownership of their learning. They collaborated effectively, problem-solved on their own, and showed a high level of engagement throughout the activity. It was rewarding to see how a simple shift in approach could make such a significant impact.

If I were to do this again, I would create even more varied challenges to cater to different learning styles. I also realized the importance of giving students a brief tutorial on the platform before starting to ensure a smoother experience. Next time, I plan to integrate more multimedia elements and reflection tasks to deepen learning further.

Overall, this experience reinforced the value of interactive learning through technology. I have documented the lesson with photos and videos and will be sharing this in my digital portfolio to exchange ideas and insights with other educators.

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I think using technology in learning improves students' motivation and creation. I use project with technology, it develops collaboration and technological skills of students. Işıl

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alot of parents love it when learners become actively engaged in the classroom due to technology. my work becomes easier

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Cuando rediseñas tu clase puedes ver cómo la motivación del alumnado aumenta respecto a la última vez, debido a que los niños en Educación Infantil se mueven por la curiosidad y la novedad. La tecnología puede tener ese empujón motivador que los lleva a implicarse y aprender de una manera más divertida. Combinarla con juegos y actividades interactivas, puede reforzar los ritmos de trabajo y a la vez desarrollar más contenidos y habilidades.

Diego Llerena

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The interactive application attracted the attention of students who were born into the digital age and love technology. Their conceptual understanding skills improved.

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The interactive application attracted the attention of students who were born into the digital age and love technology. Their conceptual understanding skills improved.

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Esra AYDEMİR

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Reflections on My Tech-Enhanced Science Lesson

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Reflections on My Tech-Enhanced Science Lesson

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Integrating Scratch into my photosynthesis lesson was a game-changer! Students actively created animations, boosting engagement and understanding. Next time, I’ll add collaborative coding tasks to enhance teamwork!

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Today my students feel good, they told it was so easy for learning with fun.

we made our characters move and created new story. It was really enjoyable to making story with our friends.

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the implementation of your redesigned lesson.

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the implementation of your redesigned lesson.

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This redesigned lesson transforms a traditional storytelling activity by integrating technology to increase engagement and creativity. By using multimedia, students develop not only their writing and storytelling skills but also their digital literacy, which is crucial in today's tech-driven world.

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my students says ''today's lesson was so much fun! We created our own games by coding. Using Scratch, we made our characters move and created stories. It was really enjoyable to work with my friends and "Our technology-focused lesson plan helped students develop their creativity and problem-solving skills. By using tools like Scratch and Minecraft, students learned to collaborate and think critically. Additionally, students' interest and motivation in the lessons increased. Integrating technology into our lessons enriched the learning experience."

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La implementación de una clase rediseñada.

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La implementación de una clase rediseñada.

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Considero que las clases rediseñadas pueden hacer que el alumnado sienta que tiene más control en su aprendizaje o que está más incluido en este. Esto se debe a que el hecho de rediseñar, la mayoría de las veces es un sinónimo de mejora de la metodología con la que se imparte el contenido en las clases.

Por lo tanto, al haber una mejoría en la inclusión del alumnado, un docente se puede llegar a sorprender por el cambio de actitud que el alumnado puede tener, ya que estos puede estar más activos y atentos a la hora de comprender la teoría e integrarla en diferentes situaciones prácticas (que han sido incluidas o modificadas para optimizarlas).

Finalmente, es necesario admitir que si se rediseña una clase, siempre hay espacio para que esta se amplíe, ya que hasta que no se ponga en práctica lo que se ha modificado, no se va a poder ver con claridad si realmente ese cambio mejorará, empeorará o mantendrá igual las ganas del alumnado de aprender. Entonces, una vez se observa dentro del aula, el propio docente puede ser consciente de las nuevas modificaciones que tiene que hacer para que el hecho de rediseñar no entorpezca la motivación para adquirir el contenido.